
iiPiilPiliiiii^^ 




Catechism, Geography, 
Language and Science 



Third Grade 




Book t-jSia 



CopyriglitN?- 

COEnUGHT DEPOSK 



I 



METHODS IN TEACHING 

CATECHISM, GEOGRAPHY. 
LANGUAGE and SCIENCE 

OF 

THIRD GRADE 

Philadelphia School Coiirse 

BY 

THE SISTERS OF ST. FRANCIS 

GLEN RIDDLE, PA. 



SECOND EDITION 
1920 



LT50 5"" 
• 56 



Copyrighted by 

The Sisters of St. Francis 

1920 



APR 29 \m ; 



CI.A565712 



BUSY WORK FOR THE CATECHISM CLASS 

THIRD GRADE 

Exercise I. 

1. For what four ends is Mass celebrated? 

2. What word will help you to remember this? 

3. What will you do during the first part of Mass? The 

second? The third? The fourth? 

4. Give the commandment of the Church that refers to 

the hearing of Holy Mass. 

5. How often did the early Christians assist at Holy 

Mass? 

6. On which holy days does the Church command us to 

hear Mass? 

7. On what other days should you assist at Holy Mass? 

8. Why do we rise at the Gospel? 

9. How do we make the sign of the cross then? 

10. For what should you pray when making this sign? 

11. Why do we kneel during the more solemn parts of 

Holy Mass? 

12. How should you behave during Holy Mass? 

13. For whom should you pray during Holy Mass? 

Exercise 11. 

1. Draw a tablet and on it write the Eight Beatitudes. 

2. Who said these words? To whom? Where? 

3. Why should you try to remember them? 



Elxercise III. 

1. Write the Spiritual Works of Mercy. Rejer to Draw- 

ing Book. 

2. Tell in simple words how you can observe the first of 

these. 

Elxercise IV. 

1. Write the Corporal Works of Mercy. 

2. Tell one way in which you can perform each of these. 

Elxercise V. 

1. What is Advent? 

2. How can you make a crib in your heart for the Infant 

Jesus? 

3. AVhat presents will you give the Infant Jesus during 

this time? 

4. If you do this, what will the Divine Infant give you on 

Christmas? 

5. Why should you love the Christmas feast? 

6. When you visit the Crib on Christmas morning, what 

will you tell the Little Infant? 

Exercise VI. 

1. How long a period does Lent cover? 

2. Why do we observe Lent? 

3. How can you keep Lent? Tell three ways. 

4. Tell three ways in which you can honor our Lord's 

Sacred Passion during this time. 

5. Tell me in a few words what you know of our Lord's 

Passion. 



Exercise VII. 

1. What flowers appear most on the altar at Easter? 

2. If you cannot buy lilies for the altar, what spiritual 

lily can you offer our Risen Saviour? 

3. What does Easter commemorate? 

4. What sad days preceded Easter? 

5. What should you do on Holy Thursday? 

6. What on Good Friday? 

7. What greeting do people use towards one another on 

Easter? 

8. What do vou mean bv the Easter Communion? 



Exercise VIII. 

1. What feast occurs fifty days after Easter? 

2. Tell what it commemorates. 

3. Where were the Apostles? 

4. How long had they been there? 

5. What were they doing during those days? 

6. Who was wdth them? 

7. Draw a heptagon, a seven-sided figure, and write on it 

the Gifts of the Holy Ghost. Refer to Drawing 
Book. 

8. For what should you pray on Pentecost? 



Exercise IX. 

1. Whom does the Church honor during the month of 

March? 

2. What ejaculation should you say during this month? 

3. How are you going to honor the saint of the month? 



Exercise X. 

1. The month of May reminds us of whom? 

2. How can you show that you love your Heavenly 

Mother? 

3. Why should you love her? 

4. Write one ejaculation you say to her daily? 

5. What two saints loved our Blessed Lady especially? 



Exercise XL 

1. What picture will you be sure to have in your bed- 

room during June? 

2. What ejaculation will you say every evening? 

3. Who spread the devotion to the Sacred Heart of Jesus? 

4. How can you honor the Sacred Heart? 

Elxercise XII. 

1. What month is dedicated to the Holy Angels? 

2. Do you honor your angel daily? How? 

3. Who created the angels? 

4. Did all the angels remain good? 

5. Which angel came to our Lady? 

6. Which angel went with Tobias? 

Exercise XIIL 

1. Who is your patron saint? 

2. Tell me something about her {him), 

3. Do you pray to her (him) daily? 

4. For what virtue was she {he) noted? 

5. Why is she {he) your patron? 



7 

Exercise XIV. 

1. What should you do when you meet the priest on the 

street? Why? 

2. Why should you honor the priest? 

3. How should you behave in church? 

4. Why should you act thus in church? 

Exercise XV. 

Draw a cross made up of seven squares and in each of 
the six squares write what God created on each 
day. Write in the 7th a word that will tell what 
God did on the 7th day. Refer to Drawing Book, 

Exercise XVI. 

1. Of what does the word Paradise remind you? 

2. Who and what were in Paradise? 

3. What lesson should we learn from the fall of our first 

parents? 

4. Who were Cain and Abel? Which one was good? 

Which wicked? 

5. What did Abel offer to God? 

6. What did Cain offer to God? 

7. What was wrong with Cain's gift? 

8. What does this teach us? 

9. What did Cain do to Abel? Why? 

10. What son was given to Adam and Eve in place of 
Abel? 

Exercise XVII. 

1. Draw the ark. Refer to Drawing Book, 

2. Who went into the Ark? 



8 

3. Why did they go in? 

4. Where did the Ark rest? 

5. What bird did Noah first send out? 

6. Why did it not return? 

7. What bird was sent next? 

8. Did it return? Why? 

9. What did Noah do when he came out of the Ark? 
10. What does the rainbow tell us? 

Exercise XVIII. 

Fill in blanks. 
obeyed 
son 
show 
angel 
God 
father's 
Lot 
1 lived at Haran. 

2. He was very and God told him to come out 

from his and his house into the 

that He would him. 

3. Abraham and God led him to 

4 was Abraham's wife. 

5. His nephew's name was 

6. God promised a 

7. This son's name was , 

8. God commanded Abraham to his son. 

9. Isaac asked his where the was, and 

Abraham said ...... would provide it. 

10. Abraham God, and then God sent an to 

show him a sticking in the 



Sara 


father 


Abraham 


Isaac 


Canaan 


victim 


good 


land 


people 


sacrifice 


ram 


bushes 



9 



1. 
2. 
3. 

4. 

5. 
6. 

7. 
8. 

9. 
10. 



Exercise XIX. 

Of what does the name Joseph remind you? 

Whose son was he? 

How many brothers had he? 

Of what do you think when you see the words '^coat 

of many colors^^f 
Who sold Joseph? Where did he then go? 
Why w^as he put into prison? 
How did he become great? 
How did he treat his brothers when they came for 

corn? 
What lesson does the story of Joseph teach you? 
How can vou do as he did? 



Exercise XX. 

Fill in blanks. 

plagues taught sins 
Pharaoh ten Red 
God drowned bush 
burning forty years lead 
Paschal Lamb commandments them 
Israelites bulrushes death 
Sinai people was sorry 
forty Moses manna 
daughter Madian him 
save men Promised Land 
first born desert 
1 was hid in the by his mother. 

2. Pharaoh's took him to her own palace and had 

him 

3. Moses wished to his 

4. He fled to , and lived there j^ears. 



10 

5 appeared to Moses in the , 

and told him he must the out 

of Egypt. 

6 would not let go. 

7. God sent 

8. The was a figure of our Dear Lord. 

9. After the of the of all the Egyp- 

tians, Pharaoh let the go. 

10. Pharaoh afterwards and followed them, but 

he and his were in the 

Sea. 

11. God fed the ........ in the with 

12. God gave them the on Mt 

13. Because of their the Israelites were com- 

pelled to wander in the 

14. Moses never entered the 

Exercise XXI. 

1. Where did the vision of Zachary take place? 

2. What office did Zachary hold? 

3. Wliat did the angel tell him? 

4. Did Zachary believe the words of the angel? 

5. What then happened? 

6. AVho was the spouse of Zachary? 

Exercise XXIL 

1. What feast do we celebrate on March 25th? 

2. What was our Blessed Lady doing when the angel 

came? 

3. What did the angel say to our Blessed Lady? 

4. What did our Blessed Mother say? 



11 

5. What prayer contains the words of the angel and our 

Blessed Mother? 

6. What prayer should you say when the bell rings at 

6 o'clock and 12 o'clock? 

7. How should you always say this prayer? 

8. Write the Hail Mary. 

Exercise XXIIL 

Fill in the Blanks 

ox David Mary 

Him Bethlehem Dear Lord 

Infant Him ^ stable 

Blessed • adored shelter 

born inns Mother 

Joseph room St. Joseph 

manger 

1. Mary and went down to to be enrolled. 

2. Bethlehem was the city of 

3. There was no for them in the 

4 and Joseph sought refuge in a 

5. Would you have refused to our Blessed ...... 

and ? 

6. When do you also act as did the inhabitants of Beth- 

lehem? 

7. Here our was 

8. Our Mother placed in a 

9. Mary and Joseph the Jesus. 

10. The and the ass warmed with their 

breath. 

Exercise XXIV. 

1. How did the Shepherds know that Jesus was born? 

2. Where were the Shepherds? 



12 

3. What did they do when they received the glad tidings? 

4. How were they to know the Savior? 

5. Were Mary and Joseph glad to see the Shepherds? 

6. What do you think the Shepherds did when they came 

to the stable? 

7. What would you have done? 

8. Why do you think the Shepherds were the first called 

to the Manger? 

Exercise XXV. 

1. When was our Infant Savior circumcised? 

2. What name w^as given to Him then? 

3. What does Jesus mean? 

4. What must you do when you say this Holy Name? 

5. How should you say it? 

6. When is the feast of the Holy Name? 

7. WTite an ejaculation containing this Holy Name. 

Exercise XXVL 

1. Give in your ow^n words the story of the Presentation 

of our Lord in the Temple. 

2. W^hat feast honors the Presentation? 

3. What other name has this feast? 

4. When does it occur? 

5. What offering did our Lady make at her Purification? 

6. Why are candles blessed on this day? 

Exercise XXVII. 

1. Who were the Magi? 

2. What led them? 

3. Tell what occurred to them in Jerusalem. 



18 

4. What did they do on entering the cave where Jesus 

was? 

5. What did they offer? 

6. Tell what each gift meant. 

Gold meant that Jesus was a King; incense meant that 
He was God; myrrh meant that he was Man and 
could suffer, 

7. Which gift honored Jesus as King? Gold. 

8. W^hich honored Jesus as God? Incense, 

9. Which honored Jesus as Man? Myrrh. 

10. What can you offer as gold? as myrrh? as frank- 

incense? Love^ sufferings, prayer. 

11. What feast honors this coming of the Wise Men? The 

feast of the Epiphany. 



Elxercise XXVIII. 

1. When the Magi left Bethlehem, where did they go? 

2. Did they go through Jerusalem again? Give reason 

for your answer. 

3. What did Herod do when the Wise Men failed to 

return? 

4. Wliy did St. Joseph take the Child and His Mother 

to Egypt? 

5. Where is Egypt? Were the inhabitants of Egypt 

Jews? 

6. When does the Church honor the Holy Innocents? 

Why? 

7. How long did the Holy Family remain in Egypt? 

8. TVhere did they then go? 

9. Can you imitate them, or learn any lesson from them? 



14 

Exercise XXIX. 

1. Where did Jesus go when He was twelve years old? 

2. Did Jesus return with His parents? What did He do? 

3. Why did St. Joseph and our Blessed Mother not miss 

Jesus at once? 

4. What words did Mary use to Jesus when she found 

Him? 

5. What did Jesus answer? What did He then do? 

6. Tell what lessons Jesus taught us by remaining thus 

in the Temple. 

Elxercise XXX. 

Draw a tablet, place in it in proper order the events 
of the Childhood of Jesus. 

Elxercise XXXI. 

1. Give the first event of the public life of Jesus. 

2. What happened when our Lord was baptized? 

3. Where did this baptism take place? 

4. Where did our Dear Lord go after His baptism? What 

did He do? 

0. How often was Jesus tempted? 

Exercise XXXII. 

Supply words in the following blanks: — 
wish Lady's first 

miracle changed went 

feast trust sermon 

Cana wine Eight 

1. With His new disciples, Jesus to a marriage 

at in Galilee. 



15 

2. Here, at the . . . . . . of our Lady, Jesus water 

into 

3. This was his public 

4. This leads us to have in our ...... 

intercession. 

6. In the on the Mount, Jesus speaks of the 

...... Beatitudes. 



Exercise XXXIII 

1. Where did the Transfiguration take place? 

2. Whom did Jesus take with Him? 

3. What change appeared in Jesus? 

4. What effect had this on the three Apostles? 

5. What did St. Peter say, or suggest to Jesus? 



Exercise XXXIV. 

1. Why do you love the picture ^^Christ Blessing the 

Children^'? 

2. Did our Lord love little children? 

3. What did Jesus say to 'the Apostles when they tried 

to prevent the children from coming? 

4. If Jesus so loves children, what should we do? 



Exercise XXXV. 

Make a drawing to show the Holy of Holies, the Holy 
Place, and the Court of the Priests. Write in each part 
its appropriate name. See Drawing Book, 



16 



Exercise XXXVI. 

By supplying words in these blanks, complete the for- 
mula which will help you to remember the four principal 
mysteries every one must knoAv. 





Heaven 




wicked 




three 




God 




died 




one 




reward 




us 




man 




Person 




Son 




Son 




Holy Ghost 


Father 




eternity 




between 










i. 


I believe 


there 


is but 


God 




2. 


In one . 




there are . . 




Persons, the 



3. 



4. 



the , and the 

God, the , the Second , was made .... 

and to save 

God will the good in , and punish the 

in hell for all 



Exercise XXXVII. 

1. What must you do before you examine your conscience 

for Confession? 

2. Whom will you ask to assist you to make a good Con- 

fession? 

3. What will you do after Confession? 

4. What will best show that you are really sorry for the 

sins you have confessed? 

5. How should you act or behave the evening before a 

Communion day? 

6. What acts should be made before Holy Communion? 



17 

Exercise XXXVIII. 

1. Who dwells in our Churches at all times? 

2. Why do you visit the Church? 

3. What do you do during your visit? 

4. For what should you pray? For whom? 

5. Mention any saint that especially loved Jesus in the 

Blessed Sacrament. • | 

Exercise XXXIX. 

1. Write the act of Faith. 

2. Write the act of Love. 

3. Complete the quotation that begins '^Arise, and take 

the Child." What picture does it bring to your 
mind? 

4. Complete the quotation ^'Son, why hast Thou . . , T^ 

5. Who said these words? Wlien? 

6. On what occasion does the Gospel say this of Jesus, 

'^And He went down . , .T 

7. Complete the words of St. Luke, ^^\nd Jesus advanced 

in wisdom, . . J^ 
Write one fact about each of the following: 
St. Michael. St. Patrick. 

St. Agnes. St. Rose of Lima. 

St. Anthonv of Padua. 

Elxercise XL. 

Tell why we honor our Blessed Lady and in what way 
you can show^ your love for her. 
Supply the missing words. 

second man plant 

light land beasts 



18 

birds dry fifth 

brings sun creeping 

stars 

First was made; , sky and sea, 

and life all ; 

Fourth, and moon and of light; 

, fishes and the so bright; 

Sixth, of earth and things ; 

Last, God into being 

Answers to Exercise I. 

1. Mass is celebrated to adore God, to thank Him, to 

beg His pardon for sin, to satisfy for sin, and to 
ask Him for graces and blessings. 

2. The word Acts will help you to remember this. 

A tells us adoration. 
C tells us contrition. 
T tells us thanksgiving. 
S tells us supplication. 

3. Dm-ing the first part of Mass, we adore God. 
During the second part, we thank God. 

During the third part, we tell God we are sorry for 

our sins. 
During the fourth part, we ask God for all we need. 

4. We must hear Mass on Sundays and holydays of obli- 

gation. 

5. The Earty Christians assisted at Mass every day. 

6. The Church conamands us to hear Mass on: — 

a. The feast of the Immaculate Conception (Dec. 8). 

b. The feast of Christmas (Dec. 25). 

c. The feast of the Circumcision (Jan. 1). 

d. The feast of the Ascension (40 days after Easter) . 



19 

e. The feast of the Assumption (Aug. 15). 

f. The feast of All Saints (Nov. 1). 

7. We should assist at Holy Mass on all the feasts of our 

Blessed Mother, on Corpus Christi, Holy Thurs- 
day, the feast of St. Joseph, the feast of Three 
Kings, the feast of oiu* patron, and on every Satur- 
day in honor of our Lady. 

8. We rise at the Gospel to show our respect for the word 

of God. We rise to show that we are ready to 
stand up for our faith and defend it. 

9. We make the Sign of the Cross with the soft part of 

the thumb on our forehead, lips, and breast. 

10. We should pray for grace to know the Gospel with 

oiu* mind, to speak it with our lips, to love it with 
our hearts. (Write each in a separate sentence.) 

11. We kneel during the more solemn parts of Mass to show 

our reverence for the solemn mysteries celebrated. 
We kneel because God is present on the altar, or be- 
cause God is coming on the altar. 

12. We should behave with great attention, reverence, and 

devotion. 

13. We shall pray for our parents, brothers and sisters. 
We shall pray for the Pope. 

We shall pray for the poor souls. 
We shall pray for the sick. 
We shall pray for all mankind. 



20 



GEOGRAPHY 

I. TALKS ABOUT PHILADELPHIA 

Preparation: — Pictures of the buildings, rivers, fac- 
tories, etc., of Philadelphia. 

Children, today we shall speak about the city in which 
we live. What is the name of the city, Mary? 

It is called Philadelphia, 

We say we live in the city. Is there any difference be- 
tween the city and the country? Call on different children. 

The country has roads and the city has streets. 

The houses are close together in the city, and in the 
country they are jar apart. 

The country is all fields. There are many trees in the 
country. 

You can see the cows in the fields. 
They have horses, pigs, cows, and chickens in the 
country. 

Yes, all the answers are correct. But, are there no trees 
in the city, Anna? 

Yes, here and there are trees along the streets and in 
the park. 

Are there no fields in the city? 

I have seen some fields, but not many. 

What do we call the place where our flowers grow and 
part of which is laid out in grass? 

We call it our garden. 

Well our city of Philadelphia has streets, houses and 
gardens like any other city. 



21 

PEOPLE 

Now let us speak about the people. Harry, what is the 
color of the people of our city? 

They are white. 

Have you ever seen people of any other color? 

/ have seen black people. NEGROES. 

What v/ork do they do? 

They are hod-carriers, laborers, cooks, hotel waiters, etc. 

What color are the people that dress so peculiarly and 
keep laundries? 

They are Chinese. 

Yes, but what color are they? 

They are yellow. 

Sometimes when the Circus comes to town, you see 
people of another color. Who knows what we call them? 

We see Indians. 

Of what color are they? 

They are dark. 

Yes, we say they are copper colored. Some people call 
them ''red men". 

James, tell me the different people vre have mentioned. 

We have mentioned Whites, Negroes, Chinese, and In- 
dians. 

Many hundreds of years ago, the Indians were the only 
people around this section. Then there were nothing but 
forests upon forests, there were no houses to be seen, no 
streets. The Indians lived in tents, and hunted in the forest 
and fished in the river. 

One day a Quaker, named William Penn, came in a 
vessel to this spot. He came all the way from England. 
You have heard your parents speak of crossing the ocean 
coming from Europe; well Wm. Penn had come across the 



22 

ocean to settle or make a home here. He was a very kind 
man, and when he saw that the Indians owned the, land 
here, he asked them to meet him one day under an elm 
tree. The spot where this meeting took place is in Ken- 
sington. Here Penn made a treaty with the Indians. By 
this we mean, he agreed to buy their land from them, and 
promised not to harm them. The Indians said they would 
be good to him and his people. The Indians kept their 
word, and never harmed a Quaker. 

Have any of you ever seen a Quaker? / have. 

How are they dressed? 

Their dress is very plain. The men have big hats. The 
ladies wear plain dresses, gray shawls, and big bonnets. 

Yes, and these Quakers were very quiet, peaceful people. 
Now when Penn had bought the land from the Indians, he 
began to lay out the city. He called it Philadelphia. That 
means ^^city of brotherly love.'' He did not want the people 
to forget that they were to live together like brothers. 

STREETS 

Penn himself made the plan for the city. He made 
the streets straight and broad; making squares like the 
squares on a checkerboard. These streets run at right 
angles. Explain on board. 

Who can name some of the principal streets? 

Market, Chestnut, Walnut, Broad, Front, Second, etc. 

The answers will vary according to the section in which 
the children live. 

Have many streets mentioned. Draw the plan on the 
board showing that First, Second, Third, run from north to 
south and cross Market, Chestnut, etc., which run from 
east to west. Ask for streets that run zigzag. Perhaps 



23 

some can mention Ridge Ave.^ Passyunk Road and Get- 
mantown Ave, as exainples of zigzag streets. 

Call attention to the fact that 14th Street is called 
Broad St., that the streets from north to south are named 
by numbers, those from east to west have other names. 

Have the children tell you anything they know about 
any of the streets. This will lead up to the: 

PRINCIPAL BUILDINGS 

Draw attention to the City Hall, the largest building 
in the world for city purposes. It is at Broad and Market 
Sts. (The State House, Memorial Hall, Horticultural Hall, 
etc.) In some instances the children will mention them; 
in others you may have to tell them. Speak of the uses to 
which each building is put. Tell them about Girard Col- 
lege, that great home for orphan boys. Tell them that 
Philadelphia is called the ^'City of Homes"; have them 
tell you why it is so called. Require them to tell you all 
they can about the Churches. 

RIVERS 

You all have been in Fairmount Park, or the Park, as 
we call it. Who knows what river flows through the Park? 

The Schuylkill. 

Can you tell me anything about this river, and its 
scenery? 

What bridges cross it? 

What kind of boats can you see on its surface? 

If you went to the Schuylkill in winter, what would 
you see? 

People can skate on it in winter, for it is frozen over. 



24 

Have you ever heard of another river near Philadel- 
phia? The Schuylkill flows into it. 

/ have heard of the Delaware River. 
- Yes, if you went down Market St. in the trolley cars, 
when 3^ou came to Front and Market, you would need to 
walk only a little distance till you came to the Delaware 
River. 

What kind of boats would you see on this river? 

Perhaps you have gone down the Delaware in a 
pleasure boat. 

At some of the wharves you would see men carrying 
heavy loads on to the big vessels. Could these vessels sail 
on the Schuylkill River? 

Which is the larger of the two rivers? 

Let different children tell you anything they can about 
the Delaware and what they have seen on or near it. 

Refer to Camden, the city opposite to Philadelphia, 
and the way by which a person can get to Camden. 

FAIRMOUNT PARK AND THE ZOOLOGICAL GARDEN 

Today I want you to tell me all you know about Fair- 
mount Park. Who have been to the Park? Tell me what 
it looks like, Jennie. 

It looks like the country. 

To whom does it belong? Must you pay to go into 
the Park and enjoy yourself? 

NOj the park is free. It is owned by the city. 

Are there streets in the Park? 

No, there are roads for walking and driving. 

Are there any flowers or birds there? May you pluck 
the flowers? 

There are beautiful flowers, but you may not pluck 
them. I have seen birds. 



25 

What games can you play in the Park? 

We can play baseball^ tennis, football etc. 

Can you play these wherever you wish? 

No, there are set places for it. 

Let the children tell you all they can about the Park. 

What large buildings in the park contain all different 
kinds of animals? 

The Zoological gardens. 

Who has ever visited the Zoological gardens? 

Ask different children to tell you what the}' have seen 
there. When all have answered, tell them of the elephant 
and his trunk, the tall giraffe, the seal that lives in water, 
the lion that roars so terribly, the tiger that goes round 
and round his cage all day long, the large buft'alo and 
many beautiful deer, the camel and his hump, the bear in 
the deep pit, the prairie dogs that run in and out of holes. 
Speak of the bird-houses and many beautiful birds found 
there, the peacock, lyre-bird, bird-of-paradise. 

Tell them of the monkeys and the noise they make 
chattering all day long. 

You can speak of the house where the snakes are kept 
in large glass cases. 

Much of the above can be drawn from the children by 
apt questioning, the remainder can be supplied by the 
teacher. Pictures and drawings of the different animals 
will make the lessons more interesting.^ 

MEMORIAL AND HORTICULTURAL HALLS 

Perhaps some of the children have visited these build- 
ings. If not, then tell the class something about them. 

These two buildings were erected for the Centennial 
Exhibition in 1876. The United States was then 100 years 
old, and a great celebration was held in Philadelphia. Many 



26 

beautiful buildings were erected in Fairmount Park. These 
two mentioned are the only ones left, the others were torn 
down. 

In Memorial Hall you can see many old coins, old- 
fashioned china and furniture, tapestry work, mosaic work 
and beautiful pictures. The picture of the Battle of 
Gettysburg is there. Many of these things were brought 
from other countries. 

In Horticultural Hall are many curious and beautiful 
plants. Every one has on it a little card telling its name. 
A visit to the place would teach you much about plant life. 



INDUSTRIES 

We have spoken of our city, its people, buildings and 
pleasure resorts. Now we must see how the people are 
employed. What factories are there near our school? 
Answers will differ. 

Ask what is made in each one mentioned. 

Who can mention any other works? 

Have any of you ever heard of Baldwin's? What are 
made there? 

Locomotives are made there. 

Yes, it is one of the largest locomotive works in the 
country. 

Who has heard of Cramp's shipyard? Where is it? 
What are made there? 

Yes^ it is on the Delaware River, Steamships and war 
vessels are built there. It is very interesting to watch the 
building of these. 

For what are these ships used? 

They are used to carry things to different countries. 



27 

Then men are needed to man the vessel, to put the 
goods in, and send them away This is a kind of work. 
Mention all the different industries we have in Philadelphia. 

We have cotton millSy woolen millSj carpet factories^ 
machine, boot and shoe factories^ furniture factories, 
machine shops, locomotive works and shipyards. 

Remarks: — ^These lessons should be taken in succession 
as here given. Just how much is taken each day will 
depend on the class. In each case draw all that is possible 
from the children. Place on the board the difficult words 
that are needed in answering questions. 

Questions 

Where do you live? What does your city contain? 
What kind of people do*you find in your city? 
What work do the Whites do? 
What work do the Negroes do? 
What work do the) Chinese do? 
Who laid out the city of Philadelphia? 
What does Philadelphia mean? 
From whom did Penn buy the land? 
How did he treat the Indians? 

What kind of streets did Penn wish in his new city? 
Which are the main streets running from north to 
south? 

Tell me some of the principal buildings of Philadelphia. 

What is the City Hall? Where is it? 

Where is the Old State House? 

Who are in Girard College? 

Tell onel fact about the Cathedral. 

Tell one fact about the Gesu. 

On what river is Philadelphia? 



28 

Which river is the longer and deeper? 
AVhat kind of boats would you see on the Schuylkill? 
On the Delaware? 

What is Fairmount Park? 

Write 3 sentences at)out the Park. 

What are kept in Memorial Hall? 

AVhen was Memorial Hall built? 

What does Horticultural Hall contain? 

Mention some things that are made in Philadelphia. 

Where are the ships made? The locomotives? 



II. TALKS ABOUT OUR OWN AND OTHER 

COUNTRIES 

THE PEOPLE 

Method: — In studying about our own city, we noticed 
there were people of different color living there. Who 
recalls the people to whom I refer? 

We found ivhite^ blacky and yellow people. 

Today we shall try to learn more about these three 
classes of people. 

WHITES 

Do all the Whites look exactly alike? Ask several 
children. 

NOj some are darker than others. Some have dark hair 
and some have light hair. 

Do all speak the same language? 

No^ some are Spanish; some Irish; some French; some 
American. 

We see that Whites differ in appearance, and in speech, 
but there are some things in which all are alike, and for 



29 

which reason they are called Whites. Try to remember 
what I now tell you. 

The white race are distinguished by their tall stature, 
graceful proportions and light, elastic step; their oval head 
and face, high forehead, symmetrical features and ruddy 
cheeks ; their abundant beard and waving or slightly curling 
hair. The color of the skin varies with the climate, from 
white in European to tawny or swarthy in the Hindoos, 
Arabs, Egyptians, and Berbers, who live on the borders 
of the Tropical Zone. Call on different children to repeat 
what yon have just told them. 

The Whites are also better educated than other classes 
of people. You see how many schools we have in this 
country; every little boy and girl has a chance to learn. 
You have heard, too, of our having a president, a governor, 
a mayor, etc., and we say we have a good government. 

What is the name of your country? The United States. 

If we had a king, we would call our country a kingdom. 
Who rules us? 

A president. 

Since we have a president, what do you call our 
country? Does no one know? 

We call it a Republic, 

A republic is considered the best kind of government. 
The Whites have better government and laws than the 
Negroes. 

Now have the children repeat in their own language 
what has been said about the Whites. 

NEGROES 

How can you tell a Negro from a White man? 

The Negroes are very black. 

They generally have black wooly hair. 



30 

They have thick lips. 

The whites of their eyes show very plainly. 

Yes, children, it is not simply that the Negro is black; 
his hair and lips tell us he is a Negro. 

What work do you find the Negro doing here in Penn- 
sylvania? 

He ivorks as a hod-carrier. 

I have seen Negro policemen and letter-carriers. 

Some Negroes are cooks. 

Some Negroes are waiters in hotels. 

The Negroes are porters on the parlor cars and at the 
railroad station. 

All these answers are correct. If you went down South, 
what would you find the Negro doing? 

We would see him working in the cotton fields. Show 
picture of field. 

Do the Negroes dress like the Whites? 

Are the Negroes educated? 

Here tell the pupils about the condition of the Negro 
before the Civil War. Contrast his condition as slave with 
his state now. Show that every effort is being made to 
educate the Negro. You may touch on the prejudices that 
still exist in the South. There the Negroes travel in sep- 
arate cars; and the Whites do not feel friendly toward 
them. 

The Negroes were not always in the U. S. Does any- 
one know where they come from? 

From across the ocean. 

Yes, they came from a country far off, from Africa. 
Show the map. I do not mean that the Negroes now here 
came from Africa, but the first Negroes that came to 
America were brought from Africa. These poor Negroes 



31 

were coaxed to the shore, and then carried off on a vessel. 
The captain of this vessel brought them over to this country, 
and sold them as slaves to the Southern planters. 

Let us take an imaginary trip to Africa, and see the 
Negro in his native land. 

Some of the Negroes are wild savages; they even kill 
and eat people. These are called cannibals. These poor 
people do not know about God; they worship idols. They 
live in tents and huts made of straw. Most of their food 
is obtained by fishing and hunting. As they are lazy, they 
do not have any works, or factories as we do. 

Besides they have no education. As for farming, they 
do enough to support life. No matter* how savage the tribe 
is, all Negroes are fond of music. We notice this in the 
civilized Negroes in our country. 



THE YELLOW RACE 

Tell me once more about the Chinaman or Chinese that 
you have seen. 

The Chinese have a yellow skin. 

Yes, that is why they are called the Yellow Race. 

They have slanting eyes. 

He has a long braid — plait. 

What is the plait called? 

It is called a queue. 

Was he dressed like the White and Negro? 

He wore cotton trousers, and a jacket. They were not 
made like those our people wear. 

What had he on his feet? 

He had a kind of slipper with no back to it. 

What work do they do? 

They live in Chinatown and keep laundries. 



32 

Yes, but out West, they are house-servants, the same 
as the Negroes are in the East. 

If we could pass through the earth to a point right 
under us, show vjith glohe, we would come to a country 
surrounded by a high wall. This country is called China, 
and it is thei home of the Chinese. 

Here the Chinaman is dressed as we see him in our 
country. Here comes a little Chinese boy on his way to 
school; let us go with him. He carries with him a roll 
of rice paper, a cork of ink, and a brush. But where is 
his sister? Oh, in China, girls do not go to school, ana as 
there are no free schools, onty well-to-do boys can go to 
school. 

Having reached the school, we shall enter. Our little 
friend makes a deep bow to his teacher and takes his place 
on a low stool. With his brush, he traces on the rice 
paper, marks which are not letters but whole words. There 
are 20,000, and he will be an old man before he learns 
them all. What a strange place this school is. Some boys 
are sitting on the floor, others on little stools, for there 
are no desks. All are reciting at the top of their voices. 
They begin to read a book at the last line on the last page, 
and read from right to left. 

School is over, now we will go home with our little 
friend. Many people of China live on rafts in the river. 
But this little boy's father is rich, and lives in a large 
house, which is made of bright colored tiles. Soon our little 
boy will go out to fly his big kite. Here comes his father ; 
will he run to meet him, and catching hold of his hand 
chatter all the way home? Oh no, he will make a bow, 
for little boys must respect their fathers. 

Supper is ready. It consists mostly of rice, which is 
eaten with chop sticks. This little boy eata with his father 



33 

and brothers, for the women are not allowed to eat with 
the men. 

Xow call on different children to tell you something 
about the little Chinese boy. 

There is still another race oi* class of people that we 
do not often meet, 3^et boys like to read about. Who thinks 
he knows to what I refer? Well, John? 

You mean the Indians. 

Yes, can you tell us anything about the Indians? their 
color? cheek bones? appearance? clothing? habits? 
where the}^ live, etc.? 

Question different children. 

The Indian is red, or copper colored. 

What does he do to his skin? 

He tattoos and paints his skin with different kinds of 
paint. 

He has a black, piercing eye. 

His cheek bones are high. 

His hair is coarse, black and straight. 

He decorates his head with feathers and other orna- 
ments. 

He ivears brightly colored blankets wrapped about him. 

On his feet he wears slippers made of leather, called 
moccasins. 

The leggings are beautifully fringed and decorated with 
dyed porcupine quills, beads, and teeth of animals. 

Indians are very fond of shells and trinkets. 

They live in tents called wigwams. 

Note: — If any of the above points are not supplied 
by the children, you should either tell them in an interesting 
way or by questions and pictures and drawings lead the 
children to tell vou. 



84 

Yes^ children, this tent or wigwam is made by planting 
poles in the ground, and making these meet in a point at 
the top. (Show^ on board.) This is then covered with 
skins. The tent has no windows, but an opening serves as' 
a door. The Indians like their tents as much as we do 
our houses. 

The men are lazy and do little besides hunt and fish; 
the women, or squaws, till the ground, raise Indian corn, 
make clothing from skins of animals, weave blankets, and 
make head ornaments. 

Have different children tell all that has been said about 
the Indians. 

Mary, about how many races of people have we spoken 
today? 

We have spoken of four races. 

Name them. 

They are the White, the Red, the Yellow, the Black, 

There is still another race of people, but we shall not 
study about them yet. 

Note: — If there are any supplementary books contain- 
ing matter on this point, let the pupils read them and then 
tell what they have read. 

Busy Work 

Write on the board the names: White, Yelloio, Black 
or Negro, Red or Indian. Require the pupils to write you 
other sentences besides those given in the lesson. Or ask 
for three sentences about each. 

Other days put names on the board and have pupils 
write sentences for the following topics for each: — 
Color of hair, 
Kind of skin. 



35 

Where they live, 
Work they do, 
Their education. 

Animals: Familiar, Domestic, and Wild Animals 

Children, we have studied in our past lessons about the 
different streets of Philadelphia, the rivers, etc. Who can 
name the rivers? Where do these two rivers flow? 

Yes, that is correct, Mary. I see you remember yet 
about our first lesson. We have also studied about the 
different kinds of people found in our city. Who can name 
them in rotation? 

Whites^ Chinese^ Negroes^ and Indians. 

Now, today, we want to study about something else 
that we find in our large city of Philadelphia. I wonder 
who can guess what it is? No. No. Yes. Elizabeth, you 
are more nearly correct, but think again, and see whether 
there isn't something that we must have^ we could hardly 
do without some of them. Yes, Sarah, you are right, I 
mean animals. I wonder why we have animals, what good 
are they to us? Who gave them to us? 

Teresa: God made them on the sixth day of Creation, 

Yes, that is right. 

When we speak of animals we mean all kinds put to- 
gether, but what special name^ do we give to our pet dog 
and cat, our faithful horse, our tame pigeon, and our goat? 
I am sure some one has heard the name. Think for a 
moment. Where do we keep them? 

Mary: In a stable, and ice call them stable animals. 

Florence: They are home animals. 

Yes, but they have another name. I am sure some of 
your mamas have sewing machines, and there is one ma- 



36 



chine that has on it the name I want. I am sure you have 
heard your mama say, ^'My Domestic is very ord'\ Well 
now, if many of you think you have it, say it together. 
Unanimous is the reply of the children. Domestic animals. 



DOMESTIC ANIMALS 

Yes, all these animals around our home, and near us, 
we call domestic animals. Now why are they called domes- 
tic? Because they are tamed and petted very much, and 
live near our home. 

Mention the principal domestic animals, and I shall 
write the names on the board. 

Dogs^ cats, horses, goats, sheep, cows, swine, ducks, 
geese, chickens, pigeons, canaries, parrots. 

How did these animals get here? Some were here. I 
think you have not heard of settlements yet; but men 
go out to put in order, as we might call it, a large place 
which is yet wild, and they take with them some of the 
animals of their own country and in this way these animals 
get into different parts of the world. 

Of what use are these animals, could we not get along 
just as well without them? That is true, we would have 
nothing to draw^ our wagons; but is the horse the only 
domestic animal that is of great use to us? I have some 
in mind that are even more useful, even necessary to sus- 
tain our life. 

Who knows to which I refer? 

That is right, the pig, the cow, and the chickens. 

We want to hear some of the uses of these animals. 
Yes, the horse is used for drawing w^agons and carriages. 
On the farm, he is of great service. 



37 

The hair of the horse is used for upholstering, and for 
fishing tackle. The hide is used for boots, and harnesses. 
The tendons are used to make glue and gelatine. The bones 
are used for knife-handles and buttons. 

Many of the domestic animals supply us with food. 
Who can tell me what food? 

James: Beef, veal, lamb, mutton, pork, ham, and bacon. 

These are the principal kinds of meat that we get from 
animals. 

There are other animals that furnish us with food for 
fast days, who knows which they are? They live on the 
farm. Yes, that is right, cows which give us butter, milk, 
and cheese; chickens which give us eggs. 



WILD ANIMALS 

Are these the only kind of animals you have ever heard 
of, Frank? 

No, Sister, I have heard of wild animals that live in the 
icoods. 

Do they all live in the woods? 

Many live in the water. 

Who has ever seen a wild animal? Where? 

At the circus. 

Well, how could these men keep them, if they were 
wild? 

That is true, they were somewhat tamed. The principal 
wild animals of the country are the deer, bear, panther, 
wolf, and fox. 

Where do we find the most of them? 

There are very many in the forests and mountains of 
the West. 



38 

The moose^ a very large deer with broad heavy antlers^, 
is hunted down in the woods of Maine. 

Let us visit the cold countries of the North; here we 
find that many bold sailors have pushed up among the 
drifting ice and snow. There we find the reindeer, the 
walrus, the seal, the Arctic fox and dog, and the seabirds. 

Of what use are they to the Esquimaux? What draws 
their wagons? 

That is right, they have no wagons, they have sleighs. 
What a terrible noise many heavy wooden sleighs coming 
along the street must make. 

Jennie: They have no streets. 

What have they then? 

William: All the year, the ground is covered with snow, 
and they would have no u^e for wagons. 

Do they keep their animals in stables, as we do our 
horses? (No answer.) 

I will tell you, there thousands and thousands of these 
animals roam about, but each father has his own number 
of dogs as they call them and they well know their master, 
too. They are roaming about, and when he wants them 
he goes out and whistles for them. Knowing his tone, they 
come galloping towards him. 

The reindeer feed on lichens that grow there. They 
often roam to another place to find food and then the master 
must follow. 

I think you all have seen a bear, but now let us hear 
about the bear of the West, the fierce grizzly bear that lives 
in the Rocky Mountains. 

Some years ago the American buffalo roamed over the 
great plains of the West; many have been killed and now 
only a few remain. One of these herds is kept in Yellow- 



39 

stone Park. Some buffaloes are also found in the zoological 
gardens. 

From what do you think we get our furs for the winter? 

Yes, from animals; but what kind? 

Mary: From the heaver ^ mink, otter, sable, silver fox, 
ermine, Arctic fox. 

The mink and otter are found along the streams of 
the cooler regions. The seal is found off the coast of Alaska ; 
it is the most valuable of the fur-bearing animals. 

Who can tell me how^ these animals are caught? No, 
they are not shot. 

The hunters set traps in the woods for many miles. 
In the midst of the winter, these animals come along and are 
caught in the traps. Now you see they are caught, and 
not the least harm done to the valuable fur. The poor 
hunters have a very hard life; sometimes a bear, or a 
hungry w^olf comes along, and also the crafty wolverine 
often makes his rounds, and steals away the animals that 
have been caught. These fur regions are occupied by a 
company that has a hundred fifty posts. These posts con- 
sist in a storehouse and a few dwelling places surrounded 
by palisades. They are generally erected on the river so 
as to be easily reached. 

The skins are brought in by the trappers to the various 
posts from which they are collected, and sent principally to 
London, the chief fur-market of the world. 

Furs are very valuable. Thousands of hunters and 
trappers are engaged in the capture of fur-bearing animals. 



40 

Plants of Our Own and Other Countries 

Today we are going to talk about trees. First we w^ill 
take fruit trees. You name them and I shall write them. 

Children: Apple, pear^ plum^ peach, cherry, quince. 

Name some other trees. 

Chestnut, walnut, hemlock, pine, oak, spruce, locust, 
ash, maple, fir, birch, poplar, beech, cedar, and willoiv. 

We have quite a long list of names; now who can tell 
me an}' thing about any of these trees? 

Fred: The chestnut tree gives us nuts and the loood is 
used for making furniture. 

That is right. What other tree gives us nuts and the 
wood of which is useful? 

The walnut and beech. 

Yes, the oak also bears nuts, but they are too bitter 
for us to eat. Some animals, how^ever, like to eat them. 
Can anyone tell what these nuts are called? 

Frank: They are called acorns. 

Tell me the names of the principal trees used for build- 
ing and making furniture. 

Children: Chestnut, walnut, cedar, pine, oak, hemlock, 
etc. 

Can you name any other uses for trees? 

Charles: Some are good for shade. The maple tree 
gives us maple sugar, and then some are used for Christ- 
mas trees. 

Very good. Have any of you ever heard of the trees 
of other countries? No? In South America they have 
the rubber tree. A hole is made in the trunk and the sap 
oozes out. This hardens and is then made into many 
articles which we use ever}^ day. Can you name some for 
me? 



41 

Then there is the cork tree. Cork is obtained in a dif- 
ferent manner. The bark is cut and is then peeled off. 
This tree does not die as other trees would if they were 
deprived of their bark. Some little boys are very naughty 
and kill young trees by cutting the bark with their pocket- 
knives^ but perhaps the^^ do not know this will kill the 
trees. 

Another tree of South America is called the '^cow tree". 
It has thick leathery leaves, and the sap looks like milk. 
The natives gather it and give it to their children. 

In Australia the trees are very peculiar, they grow very 
tall and the leaves are at the top. They point their edges 
upwards and thus give very little shade. 

There are many kinds of strange trees, and many in- 
teresting things to learn about them. For your lesson next 
week, I want you to find some interesting fact about any 
tree you wish to take. 

We will now speak of other plants. . Name all the 
grains you know of that grow in this country. 

Wheat, rye, oats, barley, corn, etc. 

What grain is raised in the South, in the wet swampy 
places? 

Clara: jRice. 

What other plant grows in the South? 

John: Cotton. 

Can you tell me anything about cotton? 

Mary: The negroes do most of the work in the raising 
of cotton. 

Yes. they do not mind the heat as the white people do. 
Can you tell why or how they ever came to the South? 

No answer. I will tell you. They were brought from 
Africa and sold to the white people. Ask your older broth- 
ers to tell vou all about them, and how thev were set free. 



42 

George, you may name some plants that are used as 
food. 

Lettuce, spinach, cabbage, parsley. 

Name some plants the roots of which are eaten. 

Beets, onions, turnips, parsnips, carrots, horse'radish, 
radish. 

Name some the fruit of which is eaten. 

Tomato, cucumber, pum/pkin. 

Some the seeds of which are eaten. 

Beans, peas. 

Yes, and most of our spices are seeds, but we see them 
only after they have been ground to a fine powder. 

There are hundreds of plants, too numerous to mention. 
Some are used as food or medicine for man, some are used 
as food for animals; some we have only for their beauty 
or fragrance, while others are poisonous and are not beau- 
tiful, but we cannot doubt but that God had a plan or use 
for every plant He gave us. 



III. THE EARTH ON WHICH WE LIVE 

Method: — What do we call that on which we live? 

We call it the EARTH. 

What is the earth? 

The earth is a big ball. 

Yes, we say the earth is a big ball in the heavens. It 
has another name. It is called a Planet because it wan- 
ders in the heavens around the sun. 

What then is a planet? 

A planet is a heavenly body that turns around the sun^ 

On what part of the earth do we live? 

We live on the outside of the earth. 



43 

Of what is the outside of the earth made? 

It is made of land and water. 

Who made the earth? 

God made the earth. 

Do we ever touch or walk on the outside of the earth? 

Yes, when we go home from school and any time we 
walk on the ground. 

What is the earth doing all the time? 

The earth is moving all the time. 

Why do we not fall off the earth, if it moves, and we 
walk on it? 

Because the earth has the power of drawing every thing 
to itself. 

Magnetic Power. 

. That is why the earth travels around the sun. 

The sun draws the earth. 

Therefore, children, we understand that the earth draws 
the sun to itself, and the sun drawls the earth. 

When the sun is shining, we say it is day; when is 
night? 

When we cannot see the sun, and it is dark. 

In what part of the heaven, do we see the sun in the 
morning? In the evening? At noon? 

What does the sun do every morning? Every evening? 

In what direction does the sun travel across the sky? 

The sun travels from east to west. 

Years ago people thought the earth was flat, and that 
the sun started in the east and went across the sky to the 
west during the day, and at night went under the earth 
back again to the east where it came out or rose the next 
morning. They could not explain in any other way why 



44 

it was light and then dark; and how the sun could go down 
in the west and then come up in the east again. Now^ we 
know this is not true. 

What shape do we believe the earth is? It is round 
like a ball or sphere. Let. us take a ball, orange or globe, 
and suppose it is the earth. Stick a knitting needle or rod 
through it from top to bottom, or north to south. Turn 
the ball on this needle from your left hand toward your 
right or from west to east. Suppose this orange or ball 
would keep on turning this way forever without stopping, 
then it would be like the earth. The needle or rod we can 
call the axis. Now the earth turns like this orange or ball 
and never stops, and we say it rotates or turns on its axis. 
There is no rod of iron or anything through the earth for 
it to turn on, but it turns just as though there was. Now 
take a lamp or candle, and put one side of the ball toward 
the lamp. How much of the ball is in the light? 

One half. How much is in the dark? The other half. 

Now turn the ball as you did before from west to east 
and what do 3^ou notice? The part that was light is get- 
ting dark, and what was dark is getting light. Keep on 
turning it and the parts will keep on going into the light 
and then into the dark. Now we say the candle represents 
the sun and the ball represents the earth, we see the same 
changes are taking place continually on the earth. Which- 
ever part is bright has day, and whichever part is dark has 
night. So we see now why it is sometimes dark and some- 
times light. 

Because the earth keeps on turning some part of its 
surface into sunlight, it is always day in some place, light 
side of the ball, and always dark in the place just opposite, 
dark side of the ball. It takes you only a second to turn 



45 

the ball once, but it takes the earth twenty-four hours to 
turn on its axis. 

When we are eating our dinner here, 12 o'clock noon, 
the children in China who are right opposite to us are fast 
asleep in bed, 12 o^clock night. When we are eating our 
breakfast, the children on the other side are eating their 
supper. 

When a place on the earth [pomting to ball) first comes 
into the light we call it morning there; but instead of stand- 
ing still, it goes right on, and hence it gets later in the day 
at this place and another place comes into the sunlight or 
has its morning and so on. By this we see it is always 
morning somewhere on the globe. This is why we say Holy 
Mass is alwa^^s being celebrated somewhere in the world. 
It is morning in Oceanica, then in Asia, then in Europe^ then 
in America and so on again in Oceanica. 

While holding the ball be careful to have it slant at 
an angle of 23% degrees, because the earth always slant-s 
this waj\ 

Refer to how thankful we should be to God for having 
given us day and night in succession ever since the creation 
of the world. Never once did the earth stop turning or the 
sun cease to shine. 

Besides turning round and round on its axis in this 
way, the earth is always moving or revolving around the 
sun. (Draw a large elliptical ring on the floor with chalk. 
About the middle of the ring place a lighted lamp on a 
table. Take the globe in your hand, and walk around the 
ring on the chalk line, keeping the globe in the light of the 
lamp, and turning it constantly on its axis. If you have 
no means of using a ball and a light to illustrate the moving 
of the earth around the sun, have a boy or girl stand in 



46 

the centre of the front of the room, and a child turn on 
its heels in a ring around this central one.) 

Explain that the lamp is to show the sun; the globe, 
the earth ; the ring, the path the earth takes around the sun. 

Tell them it takes the earth a year, 36514 days, to 
make this journey. 

Ask questions to drill on these two movements, the 
one on its axis, the other around the sun. 

DIFFERENT MOVEMENTS 

1. How many different ways does the earth move? 

It moves two different ways^ once around on its axis in 
twenty-four hours, and once around the sun in 
365% days, or a year. 

2. 'What does the turning around on its axis cause or 

bring? 
It brings light and darkness. 

3. What do we call the light and darkness? 

Light is called, day and darkness is called night. 

4. How does this turning around bring day and night? 
When the sun shines on our part of the earth, we say 

it is daylight; and when our part of the earth is 
turned away from the sun, we have no sunshine 
and we say it is night. 

5. Are day and night always the one length of time? 
No, in summer we have longer days than in winter.. 

6. How many times the size of the earth is the sun? 
The sun is more than a million times as large as the 

earth. 

7. Why does the sun appear so small? 

Because the sun is about 92,000,000 miles away from 
the earth. 



47 

8. When we are having day what are the people on the 

other side of the earth having? 
They are having night. 

9. Tell us some people that have midnight when you are 

eating your dinner. 
The Chinese are having midnight then. 
And when you are coming to school in the morning, 

then they are going to bed, for they always have 

twelve hours later. 

10. Does the sun move? 

The sun moves around on its own axis. 

11. Is it warmer in the daytime or at night? 
It is warmer in the daytime. 

12. Why is this? 

Because th4 sun gives light and heat. 



Divisions of Land 

Preparation: — Moulding board, sand, blackboard, 
map. As each new name is given write it on the blackboard. 

Method: — Today we are going to learn about the 
different divisions of land. 

Of what did we say the surface of the earth is com- 
posed? 

Mary: It is composed of land and water. 

ISLANDS 

As I said we shall speak about the land. Here is sand 
that I wish you to think of as land; and this blue moulding 
board as water. Watch what I am making. 

Mould an island. Pointing to the land, ask — What 
does this represent? It represents land. 



48 

And this? pointing to the board. It represents water. 
Which did I form, a small body of land or water? 
You formed a small body of land. 
Where is the water? It is all around the land. 
Well then we say, this is a body of land surrounded 
by water. 

What word tells me the water is around the land? 

Surroimded. 

Is the land only partly surrounded by water? 

No, it is all surrounded. 

Then we say it is all surrounded. 

Who has seen a body of land entirely surrounded by 
water? 

What did people call such a place? 

They called it an island. 

What, then, is an island? 

An island is a body of land entirely surrounded by 
water. 

You can see islands in the Schuylkill River, in the 
Delaware. 

Sometimes in the creeks and brooks in the country you 
find these tiny islands. 

Mary, come draw on the board the island I have made. 

Send several children to draiv it. 

Now draw down the wall map and h^ave the children 
point to islands on the map. 

They must be told the blue represents ivater and the 
other colored part means land. 

It is well in this case to have them give the name of 
the island; as Newfoundland, Iceland, Cuba, etc. 

Call different children to the board to mold islands; 
then ask: — 



49 

What do we call a body of land entirely surrounded 
by water? 

We call it an island. 

Why is it called an island? 

Because it is land entirely surrounded by water. 

On your slate draw two islands, differing in shape. 
Those are correct. Bertha, come to the map and show me 
an island. 

Here are pictures of different bodies of land; Mary, 
point to an island. 

Did Mary point to an island, Clara? 

No, Sister. Why not? 

It was not entirely surrounded by water. 

What must you remember then about an island, 
Charles? 

That it is land entirely surrounded by water. 

Write on\ the blackboard the definition of an island. 

CONTINENT 

Draw the pupils' attention to the continent of North 
and South America. Let them see that it is, entirely sur- 
rounded by water, hence an island. Then tell them that 
because it is so large an island, it is given another name. 
It is called a continent. 

Why do we call it a continent, Mildred? 

Because it is a big island. 

What is the difference between a continent and an 
island, Mildred? 

A continent is larger than an island. 

Samuel, show me a continent on the map. Map of 
Eastern Hemisphere, Another, James. 

Yes, this is Australia. Formerly it was called an 
island, now it is called a continent. 



50 

Have all islands the same shape? No, they are dif- 
ferent. 

Point to a group of islands on the map. If you wish 
you can give the name Archipelago. Let the children point 
to other groups of islands. Clara, draw an island on the 
board. Laura, draw a continent. 

PENINSULA 

Now mold a peninsula, one side no water, let it touch 
ridge of board. 

Agnes, is this an island? Why not? 

It is not entirely surrounded by water. 

Then you can say it is almost an island. 

Does anyone know what it is called? It has a name 
that means almost an island, pen-insula. 

Draw the outline of this peninsula, Mary. 

James, come mold another peninsula. 

Willie, point to a peninsula on the map. Give its name. 

Call on different children to mold, draw, "point out, as 
before. 

What do we call these bodies of land? Why? 

What then is a peninsula? 

What is the difference between a peninsula and an 
island? 

What is the difference between a continent and an 
island? 

Grand Divisions 

Just as large islands are called continents, some of our 
large peninsulas have another name; point to the different 
grand divisions and let children see that they are peninsulas, 
we call them grand divisions. 



What do you think a grand division is? 

It means a big part. 

YeS; these are the large parts or divisions of what? 

Of continents. 

Have children point to the different grand divisions on 
the map and name them. 

What do North and South America together form, 
Mary? 

They form an island. 

Who can tell me what else? 

They form a continent. Why? 

ISTHMUS 

By what are these two grand divisions connected? 
Point to the isthmus. 

By a narrow strip of land. Mold two bodies thus con- 
nected. 

Suppose I make an opening on this strip of land, what 
happens? 

The water runs through. 

Would I still have two peninsulas? 

They woidd be islands now. 

Then w^hat was it helped to keep th'ese two grand divi- 
sions peninsulas? 

The strip of land that connected them. 

Now this strip of land has a name. It is called an 
isthmus. 

What is an isthmus, John? 

An isthm,us is a strip of land. 

What does it do? 

It connects two large bodies of land. 

Tell what an isthmus is and does? 



52 

An isthmus is a narrow strip of land connecting two. 
larger bodies of land. 

Call children to mold isthmuses and then to draw the 
same on the board with colored chalk. Let others point 
them out on the map. 

Remark: — The Panama Canal now separates North 
and South America. 

CAPE 

Look at the outline or edge of these peninsulas. Are 
they even all around, or alike in all places? 

No^ in some places the water goes into the land. 

What, do you notice about the land in some places? 

It comes out into the water. 

Show me places where the land goes out into the water. 

Now to such land we give a special name. We call such 
a point a cape. 

What is a cape, Mary? 

A cape is land going out into the water. 

Yes, a cape is a point of land extending into the water. 

What is a cape, Charles? Anna? 

Draw on the board with colored chalk what I have 
molded. Mark the name cape in the cape. 

Point to a cape on the wall map. To what cape did 
you point? 

Call different children to mold, draw and point out 
capes. 

Review 

Ask for all land divisions taught so far and their defi- 
nitions. 

Open geographies, if they have them, and read defini- 
tions there given, have some studied for the next day. 



53 

Write on the board island, continents, peninsula, grand 
division, isthmus, cape. For busy work have the pupils 
write the definitions, or draw the same putting the name 
in each. 

MOUNTAIN 

Mold a mountain. 

Who can tell me what I have molded? 

Is it a real mountain? 

Could I put a real mountain on the board? Why not? 

Who has ever seen a mountain? Well, Joseph, tell us 
about it. Now you all heard what Joseph said. He started 
at the bottom of the mountain and went up the side to the 
top. When he looked down everything below looked very 
small. Why? 

Because he was so far away. 

Was it warm at the top of the mountain? 

NOj it was cold, though below it was warm. 

Children, as we go from the base to the top of a moun- 
tain, we find the air getting colder and colder. The tops of 
some high mountains are covered with snow all the time. 
Show picture. 

Do the mountains run up into a real point as we see 
here on the molding board? 

No, they are smaller at the top than at the bottom, but 
all are not in a peak. You can stand on the top of the 
mountains, there are even a few houses there. 

There are some mountains along whose sides you would 
find vinej^ards, meadows, farms, and houses. Cattle and 
sheep graze along their sides. Sometimes the cattle are 
left on the mountain side all night. These cattle give very 
good milk. Sick people often go to the mountains to live. 

Show how mountains are represented on the board and 



54 

on the map. Let them point to different mountains and 
name them. Show pictures. Draw out the definition. 
Read it in the Geography. 

HILL 

Mold same. 

Now I have made something that is not so high as a 
mountain, yet something like it. You often see such near 
home. You like coasting on them in winter. What do 
you call them? 

We call them hills. 

What is a hill? 

VOLCANO 

We said that all mountains are not alike, now we 
shall make an opening in our mountain (either on the top 
or side). Some mountains have openings like this, and 
sometimes smoke, ashes, melted stones rush out of these 
holes. Draw pictures on board. Show picture. Who knows 
what we call such a mountain? 

We call it a volcano. 

Yes, we call it a burning mountain or volcano. 

The smoke and lava, as the melted matter is called, 
do not always come out at the top. They come out wher- 
ever the mountain is weakest. 

Where does this burning matter come from? 

From the inside of the earth. 

What then must the inside or interior of the earth 
be like? 

Yes, now you know when the kettle is boiling, if you 
hold something over the nozzle of the kettle, the lid will 
pop up and down, for the steam must make its way out. If 
you closed the spout and made the lid tight, then the steam 



55 

• 

would force its way out where the kettle was getting thin 

or weak. This is just what the steam formed in the inside 
of the earth does. See the earth keeps it in, then it tries 
to find a way out. Here in the mountain it finds a weak 
place, then it forces its way out and pushes before it all 
that is in its way. This is why stones and dust come out, 
too. This opening we call a abater. 

What is a crater, Lena? 

It is the opening in a volcano. 

Review definitions and refer to same in geographies. 

PLAIN 

Mold a plain, put trees on it, rivers in it. 

Sometimes for miles and miles, the earth is all flat, 
not even a mountain or a hill is to be seen. Such places 
have a name. Who knows it? No one? 

They are called plains. 

What is a plain, Mary? 

A plain is a level tract of land. 

Again, Jennie. 

Anna, come mold a plain on this board. 

What is this, Katie? 

DESERT 

Now I shall put some stones on Mary's plain, and 
take away the water and trees. Will anything grow on 
such land? Why not?, 

Because the ground is too stony. It has no water. 

Does anyone know what such a plain is called? You 
read about it in the story of Moses in the Bible History. 

/ think it is al desert. 

Yes, do you remember the name of the animal that 
can travel across the desert? It has a hump. 



56 

• 

• It is the camel. 

Why can it travel across the desert? 

Because i1\ can do without water. Because its feet suit 
the sand. 

Do you remember how the Israelites in the desert 
suffered for want of water? Tell me about it, James. 

Repeat the story of the Jews in the desert. 

What is a desert, Mary? 

It is cC stony plain. 

A desert is a barren plain. 

John, what is a desert? 

Have definition repeated, then read from geographies. 

OASIS 

Tell the children about the fertile places in the desert. 
On your molding board make one, putting water and trees 
and grass there. Draw attention to God's goodness in 
letting us have oases. Ask for definition. Draw out that 
it is a fertile spot in the desert. (Refer to palm trees of 
Elim in desert as mentioned in Bible histor^^) 

Review all definitions taught. Write names on board 
and let children write definition. Another day, for^ Busy 
AVork, write definition on board, leaving name blank; let 
pupils copy, supplying name. 



Water Divisions 

What have I here on the molding-board? 

Yes, an island. Who can tell me better? AVhat kind 
of an island? 

A large island, and what name did we give to a large 
island? 



57 

That's it, it is a continent. You told me a continent is 
a large body of land entirely surrounded by water. Look 
here on the molding board and tell me whether the body 
of water around the continent is larger or smaller than the 
continent. 

Very well, it is much larger, and just as we have large 
bodies of land, we have large bodies of water; and the 
water around the continents forms one big body and is 
three times as much as the land. 

Look at this figure here on the blackboard and you 
will understand what I mean. If this would represent the 
earth, three parts of it would be water and only one part 
land. Three-quarters of the whole is water, one-quojrter of 
the whole is land. 

Now, John^ come here and form a large body of water. 
Mary, trj^ to draw it on the blackboard. 

Very good; Ellen, come here to the map and show me 
the one big body of water I spoke of before. That^s right. 
But this large body of water is again divided into five parts, 
and every one of these five parts forms still a large body of 
water. If you look at this map, you can see them very 
plainly. Come, Emma, and point to them. That is cor- 
rect. 

x\ny one of these large bodies of water is called an 
ocean. What, then, is an ocean, Mary? 

Definition: — An ocean is a very large body of water. 

But besides the grand division we have other bodies of 
land, so, too, we have other bodies of water. 

To what am I pointing now on thi§ map? 

To a body of water. 

But is it quite so large as the oceans of which we 
spoke before? 

No. it is not. 



58 

Is there a difference in water? 

Very good, some is fresh; namely, the water we drink; 
but some water is salty. Ocean water; is always salty, and 
on account of this, we cannot drink it. Now, when we 
have bodies of water that are smaller than the ocean, but 
have ocean water, we call them seas. 

What then is a sea? Definition. 

Come, John, point to a sea on this map; to another 
one. 

Now what is the difference between an ocean and a sea? 

A sea is smaller than an ocean. 

Now let us come back to our molding-board and look 
carefully at this grand division with the ocean around it. 
Do you notice something? What did you tell me a penin- 
sula was? Very well, a part of land not entirely surrounded 
by water. Do you not see the opposite now, a bod}^ of 
water not altogether surrounded by land? 

/ now draiv on the blackboard the same jorm as is on 
the molding-board. 

Ellen, come point to the bod}^ of water I spoke of 
just now. Charles, show it to me on the molding-board. 
Elsie, draw the same on the blackboard. Tell me again 
what you have done. Yes, you formed on the blackboard 
a body of water almost surrounded by land. Ellen, point 
to such bodies on the map, and tell me what you are 
showing. That is it, and such bodies we call bays or gulfs. 

Why is it called a bay or gulf? Very good, because 
it is almost surrounded by land and yet it is an arm of 
the ocean. 

And with what could you compare the bay or gulf, if 
3^ou think of your land divisions? Very good, to the penin- 
sula, because, as the peninsula is a body of land almost 



59 

surrounded by water, so is the bay or gulf a body of water 
almost surrounded by land. 

Charles, point to an isthmus and tell me what it is. 

Very well, the isthmus is a narrow neck of land con- 
necting two large bodies of land. Look at the large bodies 
of water now, and tell me whether you tind two bodies of 
water connected by a narrow neck of water. 

Well, Charles, point to it. That is good. Point to 
another one. Who can show me this on the molding-board? 
Elsie may form it on the molding-board, and Emma may 
draw it on the blackboard. What are Emma and Elsie 
doing, Mary? 

Yes, they are forming two large bodies of water con- 
nected by a small neck of water, and such a neck of water 
is called a strait. 

What is a strait, John? . (Definition.) 

What one of the land divisions reminds you of a strait? 
Isthmus. 

Now, children, look here and tell me what I did with 
the grand divisions that I had on the molding-board and 
on the blackboard. I made a hole on a certain place and 
what should it represent? 

Yes, it represents a body of water in the land. The 
first row will show this to me on the blackboard, and the 
next row will come to the molding-board and mold it. 
Have you had something like this in your land divisions? 
Yes, the island. You see that you now have the opposite 
of an island. And such bodies of water as we have here 
are called lakes. 

What then is a lake, Charles? 

Right, a lake is a body of water surrounded by land. 



60 

Now look again and tell me what I did. Yes^ I formed 
a long string of water; but now tell me more about it. Is 
it as wide at the beginning as at the end, John? 

At the beginning it is very tiny, but it gets wider and 
wider. And where does it end, Mary? 

Very well, it ends in the ocean. 

This string represents to you a body of water that is 
quite different from the other bodies of water. If you listen 
I will tell you the story about its beginning. But you must 
tell me first wha*t becomes of the rain-drops when it rains? 

Very well, they go partly into the earth. Using the 
chalk. 

You all know by this time what a mountain is. Now 
see, when the rain falls on the earth, it will not stay there, 
for it is not idle and likes to be busy; so it works itself 
through some place and comes out as a tiny little stream. 
Some day it might rain again and the water on the streets 
would again run into that little stream of water. Then 
again it meets companions like itself and you see that it 
always gets larger and larger, and it keeps on flowing till 
it comes at last to a large body of water that we call an 
ocean. 

Now, Mary, come to the blackboard and show us 
what I showed you just now. That was very good; but 
now let us hear what we call such bodies of water; first, 
when it is very tiny we say it is a brook, but as soon as it 
grows large we call it a river. Now, John, tell me what 
a brook is, and a river; and Charles may come to the 
molding-board and make it the way John tells you. 

You have now learned the different bodies of water 
and I wish to know how much you remember and how 
neatly you can draw them on your slates. 



61 

Now take your slates out and draw all the land divi- 
sions with their names, and write the name of the opposite 
body of water. 

IV. PLACE AND DIRECTION 

Children, with which hand do you make the Sign of 
the Cross? 

That is right, we make the Sign of the Cross with our 
right hand. Hold up your right hand. Hold up your other 
hand. Who knows what you' call it? We call it the left 
hand. 

Now all point to the right. I see some pointing to the 
left. Once again; all point to the right. All on the right 
hand side of the room face toward the left, and all on the 
left hand side face to the right. 

Who sits to the right of you, Harry? Who sits in 
front of you? 

Who sits in back of James? Very good. Now face 
the back of the room and point to the left. To the right, eic. 

Suppose you want to tell us where a place is, it would 
not do to say simply it is to your right or left, in front or 
back of you. 

If I ask you which is the way to your home, who knows 
what I mean? Yes, you all know the way home, but if I 
were to tell you to go to a place where you had never 
been before, you would naturally ask, ^^Which way is it?'^ 
The way to a place is called direction. Now we have names 
for direction. What are they? Who can tell me? That 
is right, north, south, east, and west. Now what is oppo- 
site to north? To east? 

We can tell the points of direction by seeing where the 
sun is. Have you ever seen the sun rise, Charles? Point 



62 

to the place where you haye seen it. Does anyone know 
what you call that direction? We call if east. Tell where 
the sun rises. William, tell us where the sun sets. Papa 
says it sets in the west. Very good, did you ever see it set? 
Point in the direction in which you saw it. Now what do 
you call the place where the sun sets, Charles? Where does 
it rise? When does it rise? When does it set? 

If you face the east, where is the west? Face the back 
of the room, and point to the east. Very well, then you 
would point with your left hand. If you face the sun com- 
ing to school in the morning what direction are you going? 
Yes, you are going east. If you were to come to school in 
the evening where would the sun be? Very good, it would 
be behind you; and in what direction? That is right, it 
would be in the west because it sets in the evening. 

Now if you stand with your right hand pointing toward 
the east and your left hand toward the west^ you would be 
facing the north and the south will be behind you. Now 
face the east and point toward the north. That is right, 
the left hand points to the north. Now point to the south. 

Who sits north of you, Charles? What direction is 
the door? the window? the teacher ^s desk? Which way 
do the pupils face? Which way am I facing? In what di- 
rection is the church from here? From your home? In 
what direction in your home from here, James? In what 
direction is the playground from the school? What street 
is north of the school? south? east? west? 

Now, suppose you want to travel at night when you 
cannot see the sun, how can you tell what direction to go? 
Well, George, you seem to know; can you tell us? No, not 
by the moon; but do you not see something else in the sky 
at night besides the moon? Exactly; now did you ever 
notice several bright stars in the northern part of the sky? 



All of you look again tonight. These seven stars are called 
the Great Bear, because at first men thought they looked 
like a bear with a long tail. We call this figure the Dipper, 
because it looks to us like a dipper with a long handle. See, 
it looks thus. (Draw.) 

Find the two bright stars furthest from its handle. A 
line drawn through them will point to another star not quite 
so bright, called the North Star, This star is always in the 
north; so on clear nights you can always tell direction by 
it. Now, James, if your back is turned to this star, what 
direction are you going? 

That is right, you are going south. 

Now suppose the wea^ther is cloudy, and you can see 
neither sun nor stars, how can you tell direction then? 
Well, we often say that God helps those who help them- 
selves, and since God has given us the sun and stars to tell 
us the direction, man has made something to help himself 
with in case these bodies do not shine. Who knows what 
this is called? It is called a compass. 

Sister, my papa has a little thing he calls a compass; 
he takes it with him when he crosses the water. 

Yes, George, I thought your father had one; he is a 
sailor; so do all sailors have them. Columbus would never 
have reached America had he not had a compass. Now, 
did you ever see it, George? What did it look like? Yes, 
it is a small box or case holding a needle which swings on 
a pin and always points toward the north; then it is easy 
to tell the other directions. 

Now, we see that north, east, south, and west are the 
chief directions. But a place might be between the north 
and east, and it would not be fair to call it north only, or 
east only, so we join the two and say northeast. Now, if 
a place is between the east and south, what would you call 



64 , 

it? Southeast. Between the south and west? Southwest. 
And between the north and west? Northxoest. Point to 
compass, also to drawing. 

If I go out of doors, how can I find the north? How 
on a starlight night? On rainy days? If you were lost 
and knew^ your home was south, how would you find it, if it 
were morning? 

That is correct, you would stand with your right hand 
toward the sun, and you would know that the south was 
behind you. The Indians found their way in the woods 
by the amount of moss on the north side of the tree. Why 
was there more moss on the north side? That is right, 
because the north side is colder. Which way do little birds 
go in winter? 

Yes, they go south. Where is the sun at noon? Yes, 
it is over your head at 12 o'clock. 

You all know w^hat a picture is. But do you know 
what a plan is? If you were some miles away and wanted 
to show some other children the school to which you go, 
the shape and size of the building, and how the rooms are 
arranged, how could you do this? Here is the picture of 
a schoolroom. (Showing picture). Here we see desks, the 
teacher's desk, and what else do you see? We see a chair ^ 
a clock, a globe, and the maps in the picture. The picture 
appears as though we stood at the door and looked in. 
Now notice our schoolroom. What do you see? JVe see 
the same things. 

I will draw a plan on the blackboard so that you may 
see the difference between a picture and a plan. A picture 
shows the objects, the plan shows the place where the 
objects are and their direction from one another. We will 
first measure the sides of this room. We will suppose the 
two long sides to be 40 feet, and the short sides to be 



65 

30 feet long. We will make straight lines for the sides of 
the room. Of course, we will have to make it smaller than 
the room because the blackboard is not long enough. We 
will make 1 in. in this plan stand for 1 ft. in the room. If 
the room is 40 ft. long, and we call 1 in. a foot, how long 
shall we make our drawing? We shall make it 40 in. And 
as the short sides are each 30 ft., how many inches shall I 
make it? Yes, we shall call it 30 in. Now we shalldraw 
the places for the door and the windows, and the oblongs 
for the desks. But we must remember that 1 ft. is to be 
counted an inch, therefore if the door is 3 ft. we will make 
it what? 3 in. 

The same with the desks. And now, we shall draw a 
circle for the globe and an oblong and a chair for the 
teacher's table and chair, and show just where they belong. 
Now we have a plan of the schoolroom. We shall put N. 
to show the north side, S. to show the south side, E. to how 
the east side, W. to show the west side. We can now tell 
the direction of one thing from another in our plan. Now 
you draw the same on 3^our papers letting every inch rep^ 
resent ten feet, as your papers are smaller than the board. 
Your plan will be smaller than mine, still ever>^thing will 
be in its place. Now draw a plan of the school house and 
school yard. You will have to measure not only the house, 
but also the length and width of the yard. The plan must 
show the size, shape, and place of everything on the 
grounds. While you do this face the north, so that the top 
of your plan will be the north side of the grounds. 

What is the name of the street on which your school 
is built? Between which streets? What direction does it 
face? In what direction is the school from your home? 
How far? etc. Draw a plan of your parlor, bedroom or 
kitchen, etc. 



As we have learned, drawings that show roooms, build- 
ings, or streets are called plans. But drawings that repre- 
sent land and water are called maps. A map shows where 
countries, rivers, mountains, and cities are; and how far 
they are from each other. 

Here is a map showing mountains and rivers. The 
short lines facing each other represent mountains, and the 
lines drawn very close together making the map look dark 
represent the high part of the mountain. The winding 
lines represent the rivers, and as you see that they get 
thicker towards the end so do the rivers get 'broader 
towards the sea. But now when 3'ou look at the lines you 
must not think of them as rivers and mountains, but you 
must think of the real rivers and mountains w^hich they 
represent. 

Review 

1. Where do we say the sun rises? 

2. Point towards the east with your right hand. 

-3. Now point towards the west with your left hand. 

4. Tell me something that is on the east of the school- 

room. 

5. Something on the west side. 

6. Something on the north side. 

7. Something on the south side. 

8. Now tell me a building north of the school building. 

9. A building east of the school building. 

10. A street south of the school building. 

11. A house west of the school building. 

12. In what direction from your school building is the 

church? 



13/ 



13. Suppose you were in a train in the afternoon and the 

sun were on your left side, in what direction would 
the train be going? 
The train would be going north, 

14. How do sailors find the directions at sea? 

They know it by the Mariner^ s Compass in which there 
is a needle or bar of which one end points nearly 
north, and the other end points nearly south. 

15. What do we call these directions? We call them 

cardinal points. 

16. What should we call the direction between east and 

north, let us say, that corner of the school room? 

17. What should we call a place between south and east? 

18. What should we call a place between west and south? 

19. What should we call the direction between north and 

west? 

20. Now place this chair on the north side of the school- 

room. 

21. Place the w^aste basket on the west side of the school- 

room. 

22. Show me north on the map, east, west, south. 

23. Point to an island east. 

24. Point to an island north of North America. 

25. Point to a cape on the west side of North America. 

26. Point to a country south of North America. 

27. Point to an ocean east of North America. 

28. When Columbus sailed over to this country, in what 

direction did he sail? He sailed in a westerly 
direction. 

29. In w^hat direction would you haA^e to travel, to reach 

the Pacific Ocean? We would travel in a westerly 
direction. 



68 



V. THE GLOBE, REPRESENTING THE 

EARTH 

EQUATOR AND POLES 

Holding Globe. What do you think we are going to 
call this globe for the time being? That is right, we shall 
call it the earth. Now, do you think it is all round? Yes. 
Well, I do not, see here at the top and bottom it is flat- 
tened out just a little. Can anyone tell me what we call 
the top? The north pole. That is right, John. Why do 
you suppose we call it the north pole? If we went up 
there, would we really see a pole sticking up like this one? 
No, it is only an imaginary pole or line passing through 
the earth. If we go to the other side, w^hat do we call that 
place? The south pole. 

Now, children, you see a line running all the way 
around on this globe. Can you tell me what it is called? 
The equator. What do you notice about the distance from 
the equator to each of the poles? It is exactly the same. 

Now tell me what the equator is. The equator is a line 
passing around the earth. 

Now Charles, would you see a line if we were to visit 
the countries through which the equator passes? 

We woidd not 

John, tell us what the equator is. 

The equator is an imaginary line passing around the 
earth. 

Draw a line from northeast to southwest. This is an 
imaginary line passing around the earth. Mar}^, can you 
tell us what wCi want? 

The equator is an imaginary line passing around the 
earthy at an equal distance from each pole. 



69 

Yes, that will do. Holding globe. What else could 
we call this? A ball. What else? (Xo answer.) I will 
tell you, it is called a sphere. We will use this apple now, 
and imagine it is our globe. What are we going to call it? 
A sphere. The earth is called a spheroid because it is not 
quite a sphere. A sphere is perfectly round. 

If I cut it into halves, w^hat shall we call each half? 

.4 half of an apple. 

No, I mean calling it a sphere. 

A half of a sphere. 

Yes, but in geograplw we call it a hemisphere, which 
means a half sphere. I will put it together now and draw 
the outline of North America, South America, etc., on the 
outside of the apple. Taking a sharp knife cut through 
this outline until you reach the fiat cut surface of the 
apple. The outline will be seen on this flat surface. This 
fiat surface with the outline will represent the hemisphere 
map as we see it. All hemisphere maps are shown as circles 
with the bodies of land and water in each. Show that there 
are two, the Eastern and the Western. 

THE CONTINENTS 

Who knows how many continents there are? 

Elizabeth: There are two, Eastern and Western. 

Yes, but do you see this large island do^Ti here? 
Australia. It is so large, it is also called a continent. Show 
on map. What do you mean by a continent? It is one of 
the large divisions of the earth. In this map of the Western 
Continent, what principal countries do you see? North 
America and South America. On the map of the Eastern 
Continent? Europe, Asia, and Africa. And the other 
continent, with all its small islands lying around it is 
called Oceania. These are called grand divisions of the 



70 

earth. Vou see we divided tliem into smaller divisions this 
time. Now name the grand divisions as I point to them. 

THE OCEANS 

We have finished separating our land, now we shall 
see what they call all this water that surrounds it. A long 
time ago it was known as one large ocean, and now each 
has a name. Clara, you may come here and tell me the 
name as I point to it. Arctic Ocean. Antarctic. — This 
ocean is so called because it is opposite to the Arctic. 

Atlantic. — Long years ago, the people of Europe 
thought a god lived in the Atlas Mountains. He was called 
the god Atlas, and was supposed tO' hold the earth on his 
shoulders. The}^ thought the water that washed the shore 
of Africa reached to the end of the earth. They never 
dreamt of the land on the other side, and never thought 
how large the earth really is. This water was called Atlan- 
tic Ocean, from their god Atlas, and still bears the name 
today. 

Pacific. — It was so called, because the day it was first 
visited its waters were so calm and peaceful. It is, how- 
ever, no more peaceful than the Atlantic. 

Indian. — This ocean is named from India, a country 
lying north of it. 

Charles, name them as I point to them. 

Mary, in what direction is the Atlantic Ocean from 
North America? 

East. 

What ocean is west of Europe? 

Atlantic Ocean. 

Continue with many questions, asking the direction of 
one ,s:rand division from the other, of an ocean from a grand 
division, and so on, until well known. 



71 

Who can point out our own city on this map? 

John, you may try. Paul, tell him in which hemi- 
sphere to look. 

Now tell me where Philadelphia is. It is in the east- 
ern part of the Western Hemisphere, and also in the eastern 
part of North America. 



VI. CLIMATE AT DIFFERENT PARTS 

OF THE EARTH 

THE SEASONS 

Children, have you noticed an^^ change in the appear- 
ance of the trees and the grass these few days past? 

Oh yes! the little buds are on the trees. 

Our trees have little leaves on. 

The grass is getting green. 

And I saW' 'many little flowers peeping out among the 
green leaves. 

I am glad you noticed all these things. Now, can any- 
one tell me what time of the year we call this? Yes, that 
is right. This is spring. Is it very warm now or very 
cold? 

No, it is not so luarni, nor very cold. 

Do you know any other time of the year when it is 
not very warm, and not very cold? Yes^ it is autumn. 

Very good, but we do not always have spring and au- 
tumn ; some days the weather is very warm. It is so warm 
we have to close the schools. Then it is summer. 

And when all the trees are bare and the wind blows, 
it gets ver}^ cold. Then it is ivinter. 



72 

Does anyone know what the different times of the year 
are called? 

Yes, that is right; they are called the seasons of the 
j^ear. 

How many are there? There are jour. 

Are they all alike? 

No, two are mild or teinperate. 

One is warm; and one is cold. 

Now let us name them as they follow in order. 

The seasons of the year are, — spring, summer, autumn, 
and winter. 

Which are the two mild seasons? 

Spring and autumn. 

And the other two? 

Summer is warm. 

Winter is cold. 

Very good. 



CLIMATIC REGIONS 

Shoiving a globe. Does am^one know what this object 



is? 



Ver}^ good, it is a globe. 

What does it represent? It represents the earth. 

Now watch as I pass my finger aromid a certain part 
of the globe, and I will tell you what line it is touching. 
It is the equator. 

Is there really a line around the earth as we see on 
the globe? 

No, it is only an imaginary line. 

The earth has other imaginar}" lines on it besides the 
equator. Watch and I will show them to you. Here is one 



73 

^bove the equator and here is one below. Where are the 
poles? 

At the top. and bottom of the globe. 

Right. Now notice and I will show you an imaginary 
line a little below the North Pole and one a little above the 
.South Pole. 

Now you have seen the other imaginary lines on the 
?gIobe. 

Did you ever hear anyone speaking about the North 
Pole? 

Yes, Sister, I heard Father say that men have tried to 
get to the North Pole, but it was so cold, they had to turn 
back before they found it. 

That is right. It is very cold near the North Pole. 
And also, in all this part from the North Pole to the first 
line below the Pole it is very cold. 

Let us go to the South Pole. 

Do you think it is hot or cold? 

/ think it is hot. I think it is cold. 

Well, since you don't seem to agree, I shall tell you. 
At the South Pole it is cold, as well as at the North Pole. 
On this part of the earth lying betw^een the South Pole and 
^he first line above it, the weather is ver>^ cold. 

We have the climate from the North Pole to the first 
line, and from the South Pole to the first line. 

Now since we have found the climate of the North and 
South to be alike, we shall continue taking the both parts 
together. 

As we near the lines, the teacher pointing, we find it 
gradually becoming warmer, and when we pass these lines 
"we are in a section where the climate is different. 

Let us pass slowly over this part of the earth's surface 
to the next line; we shall do the same from the lower part 



74 

of the globe, and as we come nearer to the second line the 
climate is still warmer. 

Do you think we notice this change at once? 

No, only gradiially, or little by little, as we travel 
along we notice the difference. 

Now we have only one section left; w^e shall go, stilt 
showing map or globe, towards the equator, and as we 
advance, we must admit we feel it getting w^armer and 
warmer. When we reach the equator, we feel the heat 
very, very much. 

Now before we lea^^e this part of the globe let us look- 
about and see w^iether the plants and animals are familiar 
to us. 

On this part of the globe, we would see the elephant^. 
giraffe, rhinoceros, lion, tiger, camel, zebra, ostrich, monkey^ 
crocodile, jaguar, leopard, large snakes, and many other 
wild and ferocious animals; also man}^ large insects and 
beautiful birds. 

Are these animals large or small? They are very large., 

Anna, what do you notice about the trees here? 

They are all very tall, and the leaves are very large^ 

What are the fruit trees of this region? 

They are the cocoanut, date, fig, banana, orange, and 
lemon. 

Do any other plants grow here? 

What did you drink for breakfast this morning? 

We had coffee. 

And what did you put in it? 

/ put sugar in mine. 

Yes, then what two plants grow here besides those we 
mentioned? 

Coffee and sugar-cane. 



75 

Let us learn something of the annuals and plants that 
live and grow in these two parts of the globe. (The Tem- 
perate Zones.) 

What animals do you see every da}^? 

Cat, dog, horse, cows, sheep, goat, sivine, barn-yard 
fowl, such as chickens, ducks, etc. 

Are there any wild animals in this part of the globe? 

Yes, the fox, beaver, wolf, wild-cat, panther, deer and 
bear. There are many kinds of birds, some snakes and 
other reptiles. 

Now we said that the climate of this belt showing on 
the globe and the climate of the one opposite were the 
same; then what do you think about the animals and plants 
of these two regions? 

Mary, what do you think of them? 
/ think they would be alike ^ too. 

So they are with one exception ; in the southern regions, 
the kangaroo is found, but not in the north. 

Xow, Jane, what can you tell me of the plant life here 
in the Temperate climate? 

Here we find all grains, corn, barley, oats, rye, wheat, 
and rice. 

iVre there any trees here, Sarah? 

Yes, the most important are oak, maple, poplar, pine, 
chestnut, and walnut. 

Anna, have we any fruit trees here? 

Yes, there are many fruit trees; such as apple, pear, 
peach, cherry. Also many kinds of vegetables. Cotton and 
flax are also raised here. 

Now we must learn something of the animals and 
plants of the cold regions. 



76 

Agnes, why do we bring the flowers and plants into 
the house for the winter? 

Because it is too cold for them to grow outside. 

Very good, we said yesterday that it is very cold in 
these parts of the globe, therefore very few plants grow 
here. 

We find only mosses and lichens growing here; the 
trees are scarce and are very small. 

The animals, too, are peculiar to the climate; here we 
find the reindeer, Eskimo dog, polar bear, seal, walrus, 
whale, eider-duck, and water birds. 

The plants and animals of the two cold regions are 
the same. 

Draw maps of the hemispheres. Divide the vertical 
diameter into halves. Divide each half into fourths. Draw 
the Arctic Circle a little below the first division of the 
upper half, the Tropic of Cancer a little above the third 
division, the Tropic of Capricorn a little below the first 
division of the lower half, the Antarctic Circle a little 
above the third division of the lower half. 

Write the name in each zone. Color the cold zones 
bhie^ the temperate zones yellow^ and the hot zone red. 

Write in each zone the names of the animals and plants 
found there. 

A good method is to paste small pictures of the animals 
and plants on each zone, and keep this chart for drill. 
Require each child to make a map as described above. 

Review 

1. Would we find the weatlier all the same on the outside 
of the earth? 
Xo, some of it iron Id be very cold or very hot, and in 
other parts the weather woidd he mild. 



77 

2. Wh}^ would we find different weather on tlie outside 

of the earth? 
Because the sun shines straight on the earth in some 
places and slant in other ^places. 

3. How does the sun shine on the places where it is very 

hot? 
It shines straight on the places that are very hot about 
the middle of the earth, 

4. How do the other parts of the earth get the sunshine? 
The other parts get it slant, 

5. What kind of plants and animals do we have in places 

where the sun shines straight? 
We have very large and heavy plants, and wild 
animals in these places, 

6. Name some plants and animals. 

7. What kind of plants and animals do we find in places 

where the sun shines slant? 
We find smaller plants and tame animals, 

8. Name some plants and animals found in very hot 

places, and some where the sun shines slant. 

9. Are there any places where people do not see the sun 

part of the year? 
Yes, near the northern and southern end of the earth 
there is no sunshine part of the year, 

10. How is the weather or climate in these parts of the 

earth? 
It is very cold in these parts, 

11. Where else do we find animals beside on land? 
We also find animals in the sea, 

12. Name some of these. 

The shad, herring, mackerel, cod, eel, halibut, and 
others. 



13. Of what use are these animals? 
They are good for food. 

14. How do the fish differ from other animals? 
They are covered ivith scales, 

15. Do you still remember what we said about home 

animals? What animals are they? 
Yes, they are those that live with us, and are called 
domestic animals. 

16. They are always found in what climate? 
They are found in mild regions. 

17. Name some of them. 

18. Now tell me some animals that live in the frigid^ or 

freezing regions. 
The polar bear, seal and whale are found in the frigid, 
or frozen parts of the earth. 

19. What kind of animals are found in the hot regions? 
They are very wild and strong. 

20. What animals are found in the torrid^ or burning 

regions? 
hi the torrid, or burning regions, ive find the tiger, 
elephant, camel, monkey, lion, etc. 

21. What difference do we find in the animals of the 

freezing climate? 
The animaU of the freezing climate have thicker skins 
and furs than others. 

22. Why is this? 

Because they need protection from the cold. 

23. Besides animals, what else do we find in different cli- 

mates or regions? 
We find plants in different climates. 

24. Are the plants the same in all climates? 

No, there are different plants in every climate. 



79 

25. Where do we find the most plants and trees? 
We find them in the torrid, or burning regions. 

26. Mention some plants and trees of torrid regions. 

The pahn, fig, coffee, tea, sugar, orange, lemon, banana, 
and gum plants or trees. 

27. What plants do we find in our parts of the country? 
We find the potato, cabbage, turnip, carrot, chestnut, 

ivalnut, peanut, oak, apple, peach, pear, and many 
others. 

28. Where do we find the least plants? 

We find them in the frigid, or freezing regions. 

29. Why is it so? 

Because it is so very cold, the ground is deeply frozen, 
sometimes to four and five feet. 

30. Name some plants of this region. 

In this region we find mosses, lichens., and very low 
and stunted grass. 



VII. NORTH AMERICA, TAUGHT FROM 

THE MAP 

In what country do we live? 

We live in the United States. 

Yes, that is right, but to what large tract of land does 
the United States belong? 

What name did we give to it the other day when we 
looked at our hemisphere maps? We said it vjas North 
America. We wish to find what the country in which we 
iive, is like. We must learn it from the map. 

// there is no map in the classroom, make one before 
teaching this lesson. 



80 

General Outline: — ^Who can come to the map andL 
run his fingers along the edges of North America? 

What form did Mary's fingers make? 

Has no one seen it? 

Now watch again. 

That is right. A triangle. Draw a triangle on the 
board. 

Is that, the way North America looks on the mapf 
What is the difference? 

That we call an irregular coast line. 

What part of North America is the most irregular? 

Is the irregular coast line of any use to us? 

'Why do you think it is? 

Well, you see, the ship coming on the ocean from other 
countries could not come in so easily if it were not so 
irregular. Then we could not get so many things. 

Mary, what shape has North America? 

What else did we say about it? 

Tell me something you see while j^ou are looking at it^ 
Mary. 

Yes, but I see something else; I see that there is water 
above and on each side of it. 

Tell me another way to say this, Anna. 

I see water on the north of it, on the east and on the 
west of it. 

Tell me that this forms the boundar5^ 

Do you see water to the south of it? 

Yes, you see some, but come out and see whether you 
see something else at the south of it. 

You see a narrow strip of land, do you not? 

What would you call it? Does any one remember?' 
What does an isthmus do? 



81 

What might we call North America, then, since it is 
nearly, but not entireh' surrounded by water? 

A peninsula. 

Require the pupils to draw the outline of North 
America on board and paper. 

John, can you see a peninsula on the map? Another? 

Then teach those given in the Course Book. Drill 
thoroughly so the child may recognize them at once. 

Then teach in the same manner the Capes, Islands, 
Mountains, etc. 

Let a child draw^ on board or paper a number of moun- 
tains close together, then show him that by connecting 
these they form a chain of mountains. We also give it the 
name a chain of viountains. 

WATER DIVISIONS 

AMiat do we call the waters that surround our earth? 

Who can tell me the names we give to these large 
bodies of water? 

Where shall we look for the Arctic Ocean? The 
Atlantic? The Pacific? 

What did we learn the other day about the boundary 
of North America? 

Now bound it again telling me the names of these 
bodies of water. 

Now let us look for a sea. Where do you think we 
shall find one? 

Do you see the word sea on the map anywhere? ■ 

That is it, that word tells us that we find a sea there; 
but before we find what name it has, let us see why we 
call that a sea and not an ocean. 

You see we said the ocean was very large and strong 
and in many places it cuts deeply into the land. There 



82 

where the water bends and makes a turn it cannot be so 
strong and deep, still some of its water cuts into the land; 
therefore we call such a place where we find this, a sea, an 
arm of the ocean. 

Now let us look at its name — 

Teach in like manner gulfs and bays, straits, lakes and 
rivers. Let children point them out on the map. Drill 
thorough^ so they may be able to sketch the outline and 
mark on each body of land and water mentioned, its name. 

* CLIMATE AND PRODUCTIONS 

Preparation: — Use pictures^ if possible. 

Do we have the same kind of weather every day? 

NOy sometimes it is hot, sometimes cold. Some days 
are rainy ^ and some are clear. 

That is correct. We have hot, cold, mild, rainy, and 
dry weather. This state of the weather we call the climate. 
Some time ago you drew a map showing the cold, mild, 
and hot regions of the earth. 

Rejer to the map preserved. Now let us look at our 
own country. Globe or wall map. 

COLD REGION 

See the map of North America goes up toward the 
North Pole. What kind of weather should we find there? 

It is very cold there. 

Does the sun shine there as it does here? 

No, it is farther away from the sun. 

That part of our country is sometimes turned away 
from the sun, and the sun does not shine there for months. 
^See, children, why it is so cold there. And even when this 
part i^ turned toward the sun, it is still very cold there. 



83 

In what kind of houses do the people live? 

They live in huts made of ice. 

What kind of clothes do they wear? 

They wear the skins of animals. 

]S[Qrpj. — jjere speak to the children of the life of the 
Eskimo, his use of the reindeer, and Arctic dog, his food, 
means of obtaining it, etc. 

Ask the pupils what plants grow in this cold part of 
North America. Draw out that the seal, w^alrus, eider- 
duck, white bear, reindeer, Arctic fox, and Arctic dog are 
found here. Speak of the use the natives make of these 
animals. Draw attention to the way in which God has 
suited the animals to the place. Now have them tell you 
about the few plants of this zone, the lichens, moss, grass 
and stunted bushes. 

Note that the people must live on animal food, as there 
are no food plants here; animal food gives them heat and 
strength. 

TEMPERATE REGION 

Refer again to the map or globe. Let them see that 
as they travel south, the climate becomes gradually milder 
until at last thev come to their own countrv, the United 
states. 

Have them tell you what climate is found here. Refer 
to the four seasons, spring, summer, autumn, and winter. 

The children can readity be led to tell the plants and 
animals of this region, because they are those they know\ 

You should refer to the forests in the northern, western, 
northwestern and southern parts of the United States; the 
wheat region in the central; the potato region in the north- 
ern and eastern part; the corn and tobacco region in the 
central and eastern part; the cotton, sugar, and rice region 



84 

in the southern part; the cattle region of the Western 
Prairies. Lead them to see that in the north the hardier 
plants grow, and as we come to the hot zone, we meet the 
plants of the hot zone. It is w-ell to show^ them how many 
plants of our zone give us food, and show that more people 
live here than in the other zones. Speak of the fruit, — the 
apple, pear, peach, cherry, etc. 



HOT REGION 

Refer again to the map or globe. Notice that as we 
go further south in North America w^e come to countries 
that have a hot climate. It would be well to show that 
the change from extreme cold to great heat is gradual as 
we go from the north to the south. 

As we go farther south, we come to very hot countries; 
have them named. 

Mexico, Central America, and the West Indies. 

Speak of the palms, bananas, oranges, pineapple, 
cotton, sugar-cane, coffee, and tobacco of this section. 

Note: — Be careful to draw attention to the fact that 
the climate of a place determines the plants and animals 
that are found there. It is well to note that the work done 
by the people of the different sections depends, to a certain 
extent, on the productions of the place. 



MINERALS 

Ask what we burn in our stoves. You may get the 
answer wood and coal. Ask where the w^ood is obtained. 
Refer again to the forest regions of North America. 

Ask w^here coal is obtained. This will lead to the 
mines. Let them tell you all the}" know of the miners and 



S5 

their work, the dangers to which they are exposed. Show 
on the map where coal is obtained. 

The mountains in the eastern "part of our country. 

Draw out from the children that iron is also obtained 
in these mountains. 

Speak of petroleu7n. Show them pictures of the great 
w^ells, and derricks. 

To get gold and silver, ask of what mineral their rings, 
earrings, breastpins, and the best spoons used at table, etc., 
are made. Tell them these minerals, gold and silver, are 
also obtained from mines but in a somewhat different way. 

Show on map where these minerals are found. In the 
mountains of the Rocky and Pacific Systems. The useful 
minerals are found in the eastern part of our country; the 
precious are found in the western part. 

INHABITANTS 

Speak of the inhabitants of the different parts of Xorth 
America. Draw out from the children the facts embodied 
in the following accounts: — 

Caucasians, or Whites, are found throughout the whole 
of Xorth America except in the northern part. They have 
good forms of government, are well educated in the arts, 
sciences, and manufactures. They are employed in all the 
different kinds of occupations; for instance, mining in a 
mountainous region; farming in a fertile region; manufac- 
turing in a mountainous region and in large cities; fishing 
in those places near the water; and commerce in large 
cities on large bodies of w^ater. They are well educated, 
especially those in the United States and Canada, where 
there are many schools and colleges. 

Negroes, or Blacks, are found in the eastern, southern, 
and western parts of the United States, Mexico, Central 



86 

America and the West Indies. They are engaged in hotels 
and private families as servants and butlers. They are 
also engaged as hod-carriers, etc. On the cotton, rice, sugar, 
and tobacco plantations, they do most of the work. They 
were formerly slaves, but are now free, and some are quite 
well educated. They may hold offices under the govern- 
ment the same as the Whites. 

- Indians are found in the western part of the United 
States, in Alaska, in the western and southern parts of the 
Dominion of Canada, in Mexico, Central America, and the 
West Indies. Some in the United States are civilized, live 
in houses, and cultivate their land. Those of other countries 
still lead a wild life, live in tents, hunt, and fish. 

Mongolians are found in the northern part of the 
Dominion of Canada. They have some education, and are 
engaged in fishing, hunting, and in trading with the Cau- 
casians. In the United States they are engaged in laundry 
work and as servants. 



POLITICAL DIVISIONS 

What color is the map of North America? 

Now, why do you suppose there are so many colors 
in it? 

Suppose you wanted to buy a pencil for each one of 
your brothers, would you buy them all of the same color? 

Why would you get a different color for each one? 

See, we have in North America different countries, and 
we can tell these different countries on the map by their 
colors. 

How many colors do you see? What countries are 
they? In which one do you think we live? 

What is the name of our country? 



87 

There is a large country to the north of us, what color 
is that? 

This yellow country we call the Dominion of Canada. 

Do you know anything about it? 

Where is the Dominion of Canada? (It is north of 
the United States.) 

What color has the country south of the one we live 
in? Point to it. 

This country we call Mexico. 

Where, then, is Mexico? (It is south of the United 
States.) 

What country is in the middle? North of it? South 
of it? 

There is one remaining. What is that? 

To this country we give the name Central America. 

What do we call it? 

Do you know why? 

What other word do we sometimes use in place of 
Central? (Middle) 

Then, why did it receive the name Central America? 

Central America is south of what? 

North of what division of land? 

Now tell me where it is. 

Then let the children tell you all the countries and 
locate them. 

For what was Columbus looking when he came to 
America? (The Indies.) 

Did he think he had found them? 

Were the islands which he discovered really the Indies? 

Do you know what name is given to these islands? 

We call them the West Indies. 

The West Indies are southeast of what country? 

In what water? To whom do they belong? 



88 

Now point to all the countries of North America, and 
tell me their names. Did we point to all the divisions of 
land now? 

I see some other divisions. 

Look to the north. What are these divisions of land 
surrounded by w^ater? 

And these islands wei call Danish America, w4iy? 

Because they belong to a country called Denmark 
about which we shall study later on. 

The large island we call Greenland. The small one 
Iceland. 

What do we call the small one? 

What do we call the large one? 

Greenland is of Iceland? 

Iceland is of Greenland? 

Danish America is of North America? 

North America is of Danish America? 

Remark: — Newfoundland should be taught with the 
Dominion of Canada. Alaska with the United States. 

Draw a map, mark in the different divisions, color 
each slightly. 

CITIES 

Philadelphia and Washington. 

Where does our President live? 

Do you know something about this city? 

Let us find it on the map. 

Where should we alw^ays look wdien we wish to find 
Washington on the map? (Eastern part of the United 
States.) 

Let children find out a few interesting facts from 
parents. 

Tell those that mav not be mentioned. 



89 

There is another large city about which you have often 
ilieard people speak. Where does our bishop live? 

That city we call Philadelphia. 

Get facts about it as before. 

Let us find it on the map. {North of Washington,) 

Where shall we always look for it? 

Is it south of Washington? East? West? Is it north 
of it? 

Washington is of Philadelphia. 

Philadelphia is of Washington. 

Train children to draw a rapid sketch map, and mark 
in the same the different places mentioned. It is well to 
number each place in the map; then to the side of the map, 
^write the number and the name belonging to it. 

Review 

1. On what side of the earth do we live? 

We live on the west side of the earth, 
-2. What do we call the west side of the earth? 

W^e call it the Western Hemisphere, 

3. What is the meaning of Hemisphere? 

4. Name one of the divisions of the Western Hemisphere. 

5. What is the division called in which we live? 
It is called North America. 

6. W^hat ocean north of North i^merica? 

7. What ocean east? 

8. TVhat country south? 

9. What ocean west? 

10. Where is North America the widest? 
About the centre, 

11. Now tell what different divisions of land and water 

bound North America. 



90 

12. Name three peninsulas of North America. 

13. Why are they called peninsulas? 

14. Name two points of land jutting into the sea. 

15. What else are they called? 

16. What are small parts of land all surrounded by water 

called? 
They are called islands. . 
Name four islands off the coast of North America. 

17. Name the largest island northeast of North America^ 

18. Who was the first white man that visited the West 

Indies? 
Columbus was the first white man' that visited the 
West Indies. 

19. What narrow strip of land joins North and South 

America? 
The Isthmus of Panama joins North and South 
America, 

20. In w^hich part of North America does the surface or 

outside seem most uneven? 
On the western side. 

21. What are these high ridges of land called? 
They are called mountains. 

22. What big chains of mountains in North America? 
Rocky and Pacific Systems. 

23. Which are the highest? 
The Rocky. 

Which of these are so high that they are covered all 
year with snow? 

24. Are there any parts of North America that are level 

land? 
Yes, there is a part between the two big chains of 
^ mountains called the Central Plain. This part of 



91 

our land has a level surface^ a fertile {o7^ rich) 
soil, and is the greatest farming region in the 
world. There are forests' in the north of this land, 
but the western and southern parts are grassy 
plains, 

25. What river flows in the middle of this plain? 
The Mississippi River, 

26. Point to it on the map. 

27. What oceans on different sides of North America? 
The Arctic, Atlantic, and Pacific Oceans. 

28. What large sea is south of North America? 
The Caribbean Sea. 

Point to it on the map. 

29. TVhat do you call waters that indent the land? 
They are called bays or gulfs. 

30. Name three. Point to each on the map. 
Hudson Bay, St. Lawrence^ Gulf. 

31. What do vre call a narrow strip of water joining two 

larger portions of w^ater and separating large por- 
tions of land? 
We call them straits. 

32. Name a strait that separates North America from 

another large portion of land. Point to it on the 
map. 
Bering Strait. 

33. ^Vhat are portions of water that are surrounded by 

land called? 
They are called lakes. 

34. Name the five great lakes of North America. Point 

to them. 

35. What do we call a stream of watej flowing through 

the land? 
We call it a river. 



^2 

Se. What river^is nearest to us? . 

The Delaware River is nearest to us, 

37. Name four rivers that flow through our country. 

38. Let the pupils draw a map of North America showing 

the above. 



»3 



THIRD GRADE ENGLISH 

Language and Composition 

Remark: — This work follows the plan laid down 
in the Second Grade. Use the reading lessons, 
nature lessons, stories from history, fairy tales, 
fables, and good pictures for oral and written 
descriptions and narrations. 

I. Call the children's attention to the nature of a 
complete sentence. Require such sentences 
orally and in writing. All written work 
should be done carefully. 

Method: — Lead the child to see and realize that it 
takes words ]3roperly arranged to form a sentence. 

Write on the board John has a sharp knife. Have this 
read. Now write Knife has John sharp, or John knife sharp 
has. Have this read. Ask whether these last two tell them 
anything. iVsk why not. They will see that the words are 
not in their proper order. Therefore not a group of words 
alone, but a group of words properly arranged will make 
sense, or form a sentence. Try the same with other sen- 
tences. 

Ask them to tell vou what a sentence is. 



94 

II. Exercises in writing different forms of sen- 
tences, statements, questions, and com- 
mands. 

Use of period, interrogation point, and excla- 
mation point. 

Method: — Under this head the names of persons, 
families, places, the days of the week, and the months of 
the year can be taught. 

1. Ask:— 

When do the birds return? 

What do the birds do in spring? 

Wliere do they go in autumn? 

The birds return in spring. 

Birds build their nests in the trees. 

In autumn^ many birds fly to warm lands. 
Write the answers on the board. Tell the children 
that sentences which tell us something and describe 
things are called statements. 
Ask what a statement does. 

2. To bring out the names of places, ask the pupils: — 

In what country do you live? 

Of what land is it a part? 

In what city do you live? 

On what water is it? 

On what street do you live? 

We live in the United States. 

The United States is in North America. 

We live in Philudelphia. 

Philadelphid is on the Delaware River. 

I live oil Brown Street. 



95 

3. Refer to the months of the year, asking what feasts 

and holidays occur in each: — 
In what month does Christmas come? 
When does Than-: sgiving fall? 
How many days has January? 
Which is the shortest month? 
Tell me something about April. 
When is the feast of St. Francis? 
To whom is Saturday dedicated? 

Results 
Christmas comes in December. 
Thanksgiving Day falls in November. 
January has thirty-one days. 
Februar}^ is the shortest month. 
April rains bring May flowers. 
The feast of St. Francis comes in October. 
Saturday is dedicated to our Lady. 

4. Speak of the president, the governor, the mayor, a 

general of whom they have read, any saint of 
whom they can tell you something. The following 
sentences will be an outcome of this: — 

Washington loas the first president. 
- President McKinley ivas shot, 

Lincoln freed the slaves. 

John Barry was the father of the Navy. 

Robert Fidton invented the steamboat. 

Grant was a great general. 

Pope Pins X. was the Pope. 

St. Anthony is a great saint. 

I love OUT Blessed Mother. 

St. Joseph loved the Child Jesus. 

St. Agnes ivas a martyr. 



96 

5. The interrcgative sentences may be obtained by telling 

the pupils to ask you a question about different 
months, days, places, persons, etc. 
Suggestive Work: — Ask a question about Columbus^ 
Easter, Pennsylvania, Friday", coal, Wednesday,. 

Result 
Did Columbus discover America? 
Does Easter always fall on the same datef 
Is iron found in Pennsylvania? 
Why do IV e abstain on Friday? 
Where is coal found? 
Whom do loe honor on Wednesday? 
Call attention to the (?) at the close of each sentence^ 
Tell them that these are interrogative sentences. 

6. To obtain commands, ask what you would say if yoiB 

wished the door closed, the window opened, the 
books collected, etc. Write the sentences on the 
board as given. Draw attention to the "period at 
the close, and the comma after the name of the 
person to whom we are speaking. 
Result 

John, please close the door, 

Mary, bring me a book. 

Never tell a lie. 

Children, love our Blessed Mother. 

Harry, please collect the pens. 

7. Write the following statements on the board. 
Require pupils to change them to questions: — 

AA^illiam lost the ball. 
The flowers will die. 
John found a knife. 



97 

Harry is here. 

The window was broken. 

The weather is fine. ■ -. : 

The United States is in the mild zone. 

8. Have these sentences changed to commands. ^, 

Example 
Let William lose the ball. 
Let the flowers die. 

John^ find the knife, or Let John find the knife. 
Harry, come here. 
Let the window be broken. 
Let the weather be fine. 

9. Have the following changed to statements: — 

Is August a summer month? 

Was Jesus born in Bethlehem? 

Do we honor St. Joseph in March? 

Must we hear Mass on Sundays? 

Are you tall? 

Is the rose a flower? 

Are pansies beautiful? 

10. Now draw attention to the fact that in making a 
statement or asking a question, or giving a com- 
mand, we can show great surprise. Then our sen- 
tences will be exclamatory sentences. Help the 
children to form the following, and place the 
proper mark (!) at the end. 

Given Changed. 

I see the sun. See the sun! 

The sun is bright. How bright the sun is! 

We had fun. what fun we had! 

I am so happy. Oh, I am so happy! 



Given Changed 

This is a pretty doll. What a pretty doll! 

The dew glistens. How the dew glistens! 

The stars twinkle. How the stars twinkle! 

We are having fun. Hurrah for the fun! 

11. The following will show the use of (!), but they are 

not exclamatory sentences: — ■ 
Oh! the window is broken. 
Hurrah! we won the game. 
Hark! I hear a noise. 
Hark! the clock is striking. 

12. The work in homonyms under Word Study in this 

grade gives excellent drill in the different kinds of 
sentences. The following points are suggestions: — 

Word Study 

Thorough drill in the use and orthography of the words 
given below. 

Method 

1. Require the children to give sentences for the words, 

and have other children spell the words used. 

2. Give sentences, and let different pupils spell the word 

you used. 

3. Write the sentences on the board, leaving blank spaces 

for the word. Require the pupils to supply the 
proper words orally, and also in writing. Let 
the pupils tell the kind of sentence each one is. 

4. Write the words on the board, and require the pupils 

to write sentences for each. 

5. Vary your method. 



99 



.xercise 



Berry ( Coffee is the of a tree. 

Bury y Where should we our dead? 

Bough (See the bird on the of the tree! 

Bow ) your head at the name of Jesus. 

Fare i The soldiers had poor at Valley Forge. 

fair ) Where was the World's held? 

Hare { The is a very timid animal. 

Hair ) The strength of Samson lay in his ........ 

Pain { Would you cause your mother ? 

Pane ) In Siberia s of mica are used for windows. 

Beat { Never . a horse. 

Beet ) Sugar is made from the 

Seam ( Our dear Lord's garment had no 

Seem ) We should always try to be what we to be. 



Led fMoses the Israelites out of Egypt. 

Lead -l is obtained from galena, or . . . . . 

i Is heavy? 

Maid rOur Blessed Lady called herself the hand 

^ of the Lord. 
Made I Who you? 

Pale { The Indians did not like the face. 

Pail |Bring me a of milk. 

Peel { W^e .' oranges and pare apples. 

Peal )The bells forth their joyful sounds. 

See (....! . . . . ! the sun is setting. 
Sea /A .... is not so large as an ocean. 



ore. 



100 

Sail fThe s of the ship are made of canvas. 

Sale -l The of the house was announced in the 

* I paper. 

Xote: — In phicing these sentences on the blackboard 
for the pupils, do not put the words before the sentences as 
here shown, but place them in lists above the sentences. 
See that the words are not in the same order as the sen- 
tences. 

Do r. . . . your work neatly, my children. 

Due ^ Honor is .... to our parents. 
Dew I The .... refreshes the flowers. 

Clime 1 The children of a northern dress in furs. 

Climb )The bear can a tree. 

Him ( St. Francis de Sales did not wish anyone; to honor 



Hymn I The Magnificat is our Blessed Mother's 

Die f Every one must 

Dye ^ Logwood makes a good 

I the eggs for Easter. 

Heal (Christ did the sick. 

Heel } Achilles could be wounded in the 

Grate { The fire is burning in the 

Great ^Napoleon was a general. 

Pair (A. of gloves w^as found. 

Pear -lA is very nourishing. 

Pare [We should always our applet before eating 

them. 

Way [ The to Heaven is narrow. 

Weigh ) your words before speaking. 



101 



Sow 

Sew ^ 
So 



'What you , you shall reap. 

Every girl should learn to 

As we live, shall we die. 



Sole { To please God should be our .... aim. 
Soul )OuT is immortal. 

To rWe should love .... praj^ 

Two ^ . . . . tens are twenty. 
Too [Time flies .... swiftly. 

Tail CA comet is a star with a 

Tale ^The was interesting. 

Steal r not. Thou shalt not , is a com- 

J mandment. 
Steel i is manufactured in Pennsylvania. 

Pray (...... for the dead at noon and eve. 

Prey ) The eagle is a bird of 

Ring { Ring out, out, ye merry bells. 

Wring )The men their hands in agony. 

Rap ( on the door before you enter a room. 

Wrap 4 Did our Blessed Lady the Divine Child 

d in swaddling clothes? 

Coarse { food is given to the poor. 

Course TWe should trace the of the river. 

Busy Work on Sentences 

1. Write a question Rhout: — 

fruit the stars kite 

rain country carriage 

soap a bird watch 

trees a knife a horse 



102 

2. Change these sentences to statements. 

3. Change these sentences to comjnands. 

4. Use your name in a statement. 

5. Use 3^our father's name in a question, 

6. Change the following to questions: 

The father will bury the son. 
A sparrow will eat a berry. 
The boy was sick and pale. 
The girl carried a pail of water. 

Note: — Use in this way any of the sentences for homo- 
nyms already given. 

7. Write statements using the words of each line. 

the — rises — sun — east — in — The — 
climb — bear — can — tree — a — A — 
neatly — your — Do — work — 
bird — tree — bough — the — nest — in — its — 

of — the — built — A 
loves — Blessed — Our — Mother — us. 

Note: — The teacher can take any sentences and ar- 
range them thus. 

Write statements using the words joined in one sentence, 

house — girl hot — elephant 

boy — bat mild — wheat 

mother — child mat — cat 

icotton — Negro house — fire 

reindeer — snow water — fish 

horse — cart river — city 

dog — cat Joseph — Egypt 
bird — tree 



103 



Examples 



The boy will play with his bat, 
A child should honor its mother. 
Cotton is picked by the Negro, 

Note: — The two words taken need have no apparent 
connection in thought. 



III. a. Pupils to learn to distinguish nouns 
(names). 

b. Exercises in writing sentences from lists 

of nouns. 

c. Exercises in distinguishing common and 

proper names. 

d. Exercises in a few irregular plurals. 

Method for a and b. 

1. Present an object to the class, ask for its name. 
Write the name on the board. Distinguish between the 
thing itself, and its nariie (the noun) . 

2. Present many objects, ask for the name of each, 
write these names in colunms on the board. 

Tell the pupils that words which tell the name of ^ 
thing, we call nouns. {Noinen is the Latin word for name, 
and our English word noun is derived from the Latin 
nomen.) 

3. Ask the pupils to tell you in their own words what 
a noun is or does. (A noun is a word that tells the name 
of a thing.) 



104 

4. Ask the pupils to name: 



3 plants 


3 fruits 


4 trees 


4 tools 


2 nuts 


3 colors 


8 to3^s 


4 metals 


2 saints 


animals 


2 games 


3 vegetables 


2 flowers 


2 generals 


3 rivers 


3 fish 







The objects found in church — in the parlor — in the 
kitchen — in a grocery store — in a shop — in the schoolroom 
— ^in a bedroom. 

The parts of a house — a chair — a knife — a book — a 
tabie^ — a clock. 

Three things they can hear. 

Three things they can taste. 

Three things they can smell. 

Three things they can think about, but not touch. 

5. As these names are given, write them on the black- 
board. Ask what we call these names. 

6. Drill till they know that a word used as a name 
is called a noun, ^ 

7. Write a list of nouns on the board, and let pupils 
write sentences containing these nouns. Some of the above 
could be given for Busy ^yorJx; though all of it should be 
taken orally at first. 

Method for c. — Ask questions similar to the following: 
On what street do you live? (proper noun.) 
Where do you attend Mass? (common noun.) 
In what church? (proper noun.) 
Who discovered America? (proper noun.) 
What was he? (proper noun.) 
In what did he sail? (common noun.) 



105 

Each answer should be a complete sentence. As the 
words desired are obtained, write them in two columns, 
proper in one, common in the other. Lead the pupils to 
isee that one of the columns contains names (nouns) that 
can be used for all objects of that kind, while the other 
€olumn contains nouns that show which thing in "particular 
is meant. 

Mention different nouns, and let the pupils tell which 
mean a particular one, and which can be used for any object 
like itself. Now tell them that the first kind is called a 
proper noun; and the second kind is called a common noun. 
Draw attention to the use of the capital letter in the proper 
noun. 

Another Method for c. 

1. Take a knife, or an}' other object, from one of 

your pupils. 

2. Send this pupil out of the room. 

3. Give this knife to a pupil remaining in the room. 

4. Call in the pupil to whom the knife belongs. 

5. Tell him that you gave his knife to a boy, and 

he should get it from him. 

6. He will tell you he cannot, he does not know 

which boy has it. 

7. Repeat that a boy has it, he should pick out 

the, boy. 

8. He will still say that he does not know which 

one to pick out. 

9. Tell him Harry has it. 

10. He will go at once to Harry, and get his knife. 

11. Ask why he could pick out the boy now. He 

will tell you because you mentioned his special 
name. 



106 

12. Draw the attention of the pupils to the fact 
that the name that picks out one from many^ 
others of the same kind is called a picking out 
name, or a proper name. 

13. Show that hoy (the common noun) named thenfe 

all, but Harry (the proper noun) picked out 
which bo}^ This word Harry belongs to thi» 
boy, hence is called his property. 
Proper is derived from the Latin proprius, which. 
means special, particular. 

14. Give common nouns and let the pupils give a 

picking out or proper name. 

river Delaware 

girl Mary 

church St. Joseph's. 

boy Harry 

man Mr. Thomas 

saint St. Agnes 

city Detroit 

building The City Hall 

president President Roosevelt 

Continue such work, writing the names in columns oife 
the board. Afterwards head one column common nouns^ 
the other proper nouns. 

Drill for Busy Work 

1. Point out the common and proper nouns in the fol~ 
lowing: — 
John boy aunt 

uncle house church 

lake city Mary 

Schuylkill month skate 



107 



city 


school 


Washington 


Frances 


Sunday 


Pennsylvania 


men 


hotel 


mountain 


May 







Arrange the words in two columns. 

Write 3 nouns that are names of persons. 

Write 3 nouns that are names of places. 

Write 3 nouns that are names of things. 

Write 3 nouns that are names of particular persons. 

Write 3 nouns that are names of particular places. 

Have the pupils write sentences for the nouns given 

under 1. 
Method for d. 

1. Present one object to the class, ask for its name. 

AVrite the name on the blackboard. 

2. Present tw^o or more objects of the same kind, 

ask what we call these objects. Write the 
name on the board. 

3. Do this with a variety of objects. 
Keep the words in separate columns, thus: — 



One 


More than one 


One 


More than one 


book 


books 


glove 


gloves 


pencil 


pencils 


foot 


feet 


clock 


clocks 


hand 


hands 


pen 


pens 


eye 


eyes 


ruler 


rulers 


tooth 


teeth 


apple 


apples 


arm 


arms 


flower 


flowers 


head 


heads 


child 


children 


mouth 


mouths 



108 



Mention a name, ask the pupils to tell what you would 
say for more than one of such objects. 

stove stoves 

sister sisters 

knife knives 



4. 
5. 

6. 

7. 



8. 



9. 



10. 



Now give the names smgular and phiral. 

You mention the plural noun, and let the children give 

you the singular from the list on the board. 
Let children cop}" these lists on their slates. 
Another day, give a number of singular nouns, and 

let the children write on their slates the phiral of 

each. 
Give a list of nouns, some singular, some plural. Let 

the pupils form two columns on their slates. 

Head one column singular^ the other plural. Or, 

3^ou can use the words One and More than one. 

Require the pupils to select from your list the 

sing-ular and plural nouns, and write each in its 

proper column. 
Take special drill on the formation of the plural by 

the addition of s or es to the singular. Such words 

as the following are best: 



bo}^ 


cane 


cat 


hive 


kitten 


slate 


book 


dog 


horse 


doll 


glass 


house 


tree 


pencil 


church 


Take a spec 


ial drill on the folio 


wing irregular plurals: 


tooth 


. . . teeth 


man . . . men 


goose 


. . . geese 


woman . . . women 


foot 


. ,. feet 


mouse . . . mice 


ox 


. . . oxen 


chilr^ . . . children 



109 

11. Let pupils form sentences for the singular and plural 

of these words. 

12. ]\Iethod for sentences for the singular and plural: — 

a. Use objects at hand, require the pupils to tell 

you something or ask a question about one^ 
then about 77iore than one, and vice versa. 

By this method obtain the following: — 

The book is old. The books are old. 

The pencil has a sharp The pencils have sharp 

point. points. 

]\Iy pen writes. Our pencils icrite. 

This glass breaks easily. These glasses break easily. 

Write each sentence on the board, and notice the 
change in the noun and in the verb when plural. 

b. Write on the board and let the pupils give the 

plural: — 

The boy runs. The dog barks 

The girl laughs. The cat's tooth is sharp. 

The kitten plays. The man works. 

The woman sews. The carpenter builds. 

The farmer ploughs. A goose has a long neck. 

The ball rolls. The mouse is small. 

The ox is strong. The fox is sly. 

The knife is sharp. The boy studies. 

c. Give sentences in the plural form, and require 

the pupils to write the same in the singular 
form. 

cL Give a list of simple nouns. Require the pupils 
to write sentences for these, and then to 
change their own sentences to the plural form. 



110 



e. Let children write paragraphs from their Read- 
ers, and place one line under the singular 
nouns in the paragraph, and two lines under 
the plural nouns. 

IV. Pupils to learn to distinguish between present 
and past tense of action words used in sim- 
ple sentences. Writing of sentences from 
lists of verbs. 

Method 

1. Ask different pupils to tell you what a child ^ a bird^ 
a dog, a horse, etc., can do or does. Put their 
answers on the board thus: — 



A child 



A dog 



walks. 

plays. 

runs. 

sings. 

shouts. 

barks. 

bites. 

guards. 

howls. 

whines. 

gnarls. 



A bird 



A horse 



flies. 

sings. 

builds. 

chirps. 

hops 

gallops. 

neighs 

races. 

trots. 

whinnies. 

kicks. 



A cow 



moos, 
horns, 
chews, 
lows.. 



A cat 



scratches 
mews, 
purrs, 
plays. 



Ill 



A pig grunts and squeals. 

A sheep bleats. 

A goat butts. 

A goose cackles. 

A rooster croivs. 

A turkey gobbles. 

A dove coos. 

A fish swims. 

An eagle screams. 

A snail craivls. 

The wind howls. 

Fire burns. 



A frog croaks. 
A cricket chirps. 
A bat squeals. 
A parrot chatters. 
A snake hisses. 
The farmer sows. 
A bee hums. 
A rat gnaivs. 
A mouse nibbles. 
A turtle snaps. 
A lion roars. 
A spider weaves. 



2. Tell the pupils that these word^ which tell what things 

do are called verbs. 

3. Let different pupils perform various actions and 

require the others to tell what they did. Have 
these short sentences WTitten on the board. Re- 
quire the children to point out the verb. 

4. Take the sentences given above and change them to 

the plural form. Notice the change in the noun, 
and the conse.quent change in the verb. 



Busy Work 

Put nouns before these verbs. 

bark run 

neigh shine 

skate jump 

plow roll 

balk spell 

play 



fall 

swim 

trot 

drink 

study 



112 

Note: — See that each noun begins with a capital let- 
ter as these are to be sentences, also that it is in the plural- 
number, for these verbs are plural. 

2. Write sentences for the following verbs: — 

give love make 

go sink swing 

hang read strive 

work draw eat 

Draw one line under your nouns, two under your verbs^ 

3. Fill in these blanks with nouns: — 

may go out to play. 

The was burned this morning. 

The graze in the field. 

will go with me. 

A encloses a field. 

Dogs bark at 

The can sew^ neatly. 

Large were caught. 

Men hunt 

Horses eat 

Cats catch 

Butchers kill 

Pupils write 

Sailors sail 

Engines pull 

bought a book. 

4. Supply verbs in the following: — 

Farmers corn, wheat, and hay. 

Bakers bread. 

Tailors coats. 

God good children. 



113 

Joseph to Egypt. 

Girls well. 

Children, your parents. 

The sun 

The cow us milk. 

Good children their parents. 

Present and Past Tenses 
Method 

1. x\sk the children to tell you something they must do 

a. Every day c. At home 

h. In school d. In church 

2. Write their answers on the board. 

3. Ask them to tell you that they did each of these actions 

a. Yesterday c. Last month 

h. Last week d. Last year 

e. At any past time that you mention. 

4. Write each answer on the board opposite to the first 

sentences. 

5. Tell them the first verbs are in the present tense, the 

second verbs are in the past tense. '. ■; 

6. Give drill in changing from one to the other. . 
Change these to the past: — 

I say my prayers every day. 
John helps his mother. 
Harry studies well in school. 
We pray in church every Sunday. 
We icork at home every morning. 
We say our morning prayers. 

Results 
I said m}' prayers yesterday. 
John helped his mother last night. 



114 

Harry studied well last month. 
We prayed in church last Sunday. 
We worked at home yesterday morning. 
We said our morning prayers. 

Change these to the present: — 
Mary obeyed her mother. 
Alice sewed the buttons on the shoes. 
The farmer plowed his field. 
Jennie ivrote the lesson. 
I went home at once. 
The horse ran into the field. 

Results 

Mary obeys her mother. 
, Alice sews buttons on the shoes. 

\ The farmer plows his field. 

Jennie writes the lesson, 
s I go home at once. 

The horse runs into the field. 

Remark. — Under this topic, you can drill on the 
correct use of the following: 

came come took taken 

wrote written drew drawn 

blew blown broke broken 

grew grown threw thrown 

Method 

1. Perform before the class different actions; such as: 
breaking a stick drawing on the board 

writing on the slate throwing something down 

coming into the room. 



115 

,2. Ask the pupils to tell you what you did in each in- 
stance (this will procure the past tense) . 

3. Let them tell you w^hat you have done (this brings in 

the other form). 

4. Write each sentence on the board as it is given. 

5. Have these sentences read until the correct form is 

impressed on the mind. 

6. Require the pupils to copy these on their slates. 

7. Give a list of questions to be answered, using verbs: — 

Who drew the picture? 

Did the wind blow the tree down? 

Did John throw the ball? 

Has the tree grown since last week? 

Has Kate written her lesson? 

Who has broken her pencil? 

Have you taken 3^ our medicine? 

8. - Make a chart of sentences for this work. Take a few 

minutes drill in reading the same, daily. 

Drill Chart 

1. The boy came home last night. 
The boy has come home. 

2. The girl drew a picture. 
This picture was drawn by Mary. 

3. Mary broke her doll. 

Joe has broken the pitcher. P 

4. I wrote a letter 3'esterday. 
Mary has written her lesson well. 

5. My hat bleiv away. 

The wind had blown all night. 

6. John threw the ball to me. 
John has throivn the ball to me. 



116 

7. The rose greiv in the garden. 

The rose-bush has grown very tall. 

8. I took my books home. 

Mary ivas taken to the hospital. 

9. Take a drill similar to this, orally one day, and in 
writing the next. 

10. Use some form of come with: 

3^esterday has is 

tomorrow on ]Monday last week 

next month have last night 

had could have 

Result 

John came to school yesterday. 

The circus will come here next month. 

Spring is co7ne again. 

Alice came back on Monday. 

I came last night. 

Mar}^ will come to see you tomorrow. 

The letter had come before I left. 

Father has come home. 

We have come early today. 

John would have come sooner. 

M\^ aunt came to see me last week. 

11. Repeat this exercise with the other verbs given. 

12. With the verbs write^ break, draw, take, and throw, 

you can use the following as well as those already 
mentioned: — is, loas, had been, could have been. 



117 

V. Give lists of nouns and verbs and have the 

children v^rite sentences for them. Now 
draw attention to the formation of the sen- 
tences, show that there is always a verb in 
the sentence, and nearly always a noun. 
Refer again to the complete or full thought 
expressed in the sentence. 

VI. Teach the use of there is and there are. 

Teacher: — What is there on the table? on the black- 
board? on the desk? in your hands? 
Piopil: — There is a book on the table. 

There is a picture on the blackboard. 
There is a pencil on the desk. 
There is an apple in my hand. 
Teacher: — Put another pencil on your desk. Now tell 
me again. 

There are two pencils on my desk. 
By questioning draw out the following and have each 
answer repeated a second time, then copied on the slates: 
There are a ball and a cube on the desk. 
There is a vertical line on the blackboard. 
There is a picture of a house on the blackboard. 
There are an inkstand and a blotter on the desk. 
There is a child on the platform. 
There are children on the platform. 
There is a pencil on my desk. 
There is a book on my desk. 
There is a pen on my desk. 

There are a pen, a book, and a pencil on my desk. 
Give sentences containing blanks to be filled in with 
there is and there are. 



118 

VII. Teach the pronoun. Let the children point 
out the pronouns in the sentences. Drill 
on their use. 

Method 

1. Send a child to open the door, or to perform some 

simple action. Then ask, ''Who opened the door?'' 
Write on the board the answer given. Harry opened 
the door. Tell me that Harry opened the door, 
but do not mention Harry's name. He opened the 
door. Ask what word we used instead of Harry. 
Underline this word. 

2. Call on a girl to perform some simple action. Ask 

who did it, and proceed as before. This will bring 
out the use of she; as, 

Mary closed the shutter. 
She closed the shutter. 
Ask for the word used instead of Mary, and under- 
line it. 
Note: — The answers will depend on the questions 
asked. 

3. Call on a child to perform an action. Ask the child 

to tell you what it did. Write the answer on the 
board. Ask what word he used instead of his 
own name and get the use of /. 

4. Tell the children that these words used instead of 

names, or nouns, are called pronouns. (Pronoun, 
for a noun). 

5. Write on the board, Mary saw John, and John saw 

Mary. 
Ask the pupils to read this without repeating John's 
name or Mary's name, and obtain: 
Mary saw John, and he saw her. 



119 

Ask them to read it without using any names. 

He saw her and she saw him. 
Draw attention to the words that are used in place 

of the nouns. 
Ask for their name (pronouns). 

6. Let the children tell you what a pronoun is. 

7. Give sentences containing pronouns. Let the pupils 

copy, underlining the pronouns. 

Drill 

It is /. It is he. It is she. It is we. 
Teacher: — Was it you whom I met last night? 
Answer either. It was /. It was not /. 
Teacher: — Was it George whom I heard talking? 
Answer, not using George's name. 

It was he. It was not he. 
Is it Henry who is ringing the bell? 

It is he. It is not he. ^ 

Was it Mary who came early? (Do not mention name 
in answer.) 

It was she. It was not she. 
Was it James who came early? 

It w^as he. It was not he. 
Tell me it was you and Mary who saw the accident. 

It was Mary and /. 
Tell me this using two pronouns, no names. 

It was she and I. 
Tell me this using one pronoun for you and /. 

It was we. 
Tell me it was Mary and George who rang the bell. 
(No names.) 

It was she and he. 



120 

Tell me using one .pronoun. 

It was they. 
Direct a pupil to stand. Ask, "Who is standing?" 

/ am standing. 
Tell me, it is you who are standing. 

It is / w^io am standing. 
Ask a pupil not standing and obtain: — 

It is not /. 
Let a boy and girl stand. Ask, "Is it Lucy who is 
standing?'' "Is it James who is standing?" and obtain: — 

It is she. It is he. 
In a similar way obtain: — 

It is we. It is they. 

Drill Chart 

It is I who am standing. 

It is he and I that are lifting the chair. 

It is we that are reciting. 

It is he, she, and I that are looking out of the window. 

It is you who are hearing our lesson. 

It was we that opened the door. 

It was she that was walking. 

It was they who were whispering. 

It is you who were writing on the board. 

Busy Work 

Fill in blanks: — 

1. There a blackboard in our room. 

2. There six candlesticks on the altar. 

3. • ...... there a cake in the closet? 

4. Yes, there .... seven when I looked there. 
5 there any roses on the bush? 



121 

6. No; there not one left. 

7. There thirty girls in our class. 

8. There but one God. 

9. Who took my umbrella? It was 

10. Was it your brother who played? No, it was not 

11. Is that the Bishop? Yes, it is 

12. Is your mamma calhng? Yes, is. 

13. Did those girls bring the flowers? It was 

14. Was it you who spoke? Yes, it was 



VIII. Drill in the use of possessive forms. 

Method 

1. Let the children change slates, books, pencils, etc., 

with one another. Then ask questions, and write 
the children's answers on the board. 
John, whose book have you? (I have Mary's book.) 
Whose slate have you, Mary? (I have Clara's slate.) 
Whose ruler have I? (You have Jennie's ruler.) 
AVho has John's hat? (Tom has John's hat.) 
Where is Alice's box? (Alice's box is on the desk.) 

2. When the first sentence has been given, a^ou can say: 

See how I write the word Mary in this sentence. 

Notice the little mark with the s after the word 

(Mary's). 
That little mark (') is called an apostrophe. AVhat 

is it called? 
Who knows what that little mark after Mary tells me? 
(It tells you that something belongs to Mary.) 
Yes, when you see (') or ('s) at the end of a noun, 

you know that something belongs to the one whose 

name has this mark after it. 



122 

If I say Mary's hat is lost, what do I mean? 

(You mean the hat belonging to Mary is lost.> 
What shows me that the hat belongs to Mary? 

(The 's after Mary shows you.) 

3. Draw attention to the possessive sign in each sentence 
written. Ask its use, or meaning, also what the 
sentence tells. 



Drill 

Write the following sentences on the board, and have 
them copied to impress the possessive form on the children's- 
minds: — \ 

The teacher's bell is on her desk. 

The duck's foot is webbed. 

The hen's head is small. 

The cat's fur is soft. 

The horse's mane is long. 

The dog's eyes are bright. 

The baby's blocks are made of wood. 

Have you seen John's slate today? 

Mary's cloak and hat are new. 

Last Sunday George's dog was lost. 

Mr. Mason's children are kind to one another. 

Mrs. Smith's boys are polite. 

General Sherman's son is a Jesuit. 

Whenever the ('s) or the (') occurs in the Reading 
Lesson or in the written work of the children, draw the 
pupils' attention to it. Ask why it is there, and what it tells^ 



123 



IX. Drill in Combining Sentences. 

Give the simple sentence. Aid the children 
in writing them. Draw attention to the 
(,) and the (and) joining them. Oral and 
written. 



Simple 
John came down. 
John started the fire 

Mary came up. 
Mary swept the room. 

The horse ran off. 
The horse hurt himself. 

The train came. 
The train stopped. 
The train left again. 

Henry came out. 
Henry took the axe. 
Henr}^ split the wood. 

Joseph came in. 

Joseph opened the book. 

Joseph studied the lesson. 

The dog broke loose. 

The dog ran off. 

The dog killed the sheep. 

The tree bent. 

The tree broke. 

The tree fell. 

The tree made a loud crash. 



Combined 
John came down and start- 
ed the fire. 

Mary came up and swept 
the room. 

The horse ran off and hurt 
himself. 

The train came, stopped, 
and left again. 

Henry came out, took the 
axe, and split the wood. 

Joseph came in, opened the 
book, and studied the les- 
son. 

The dog broke loose, ran off, 
and killed the sheep. 



1 The tree bent, broke, fell, 
I and made a loud crash. 



124 



Let farmers plough. 
Let farmers sow. 
Let farmers reap. 

Let bo3^s play marbles. 
Let boys fly kites. 
Let boys be happy. 

Will the clouds come? 
Will the lightning flash? 
Will the thunder roll? 

Will the snow melt? 
Will the winter pass? 
Will the grass grow green? 

Oh! how the wind blows! 

Oh! the rain falls! 

Oh! how the streams rise! 

Alas! my dress is torn. 
Alas! my hands are hurt. 
Alas! mv face is scratched. 



] Let farmers plough^ sow, 
^ and reap. 



Let boys play marbles, fly 
kites, and be happy. 

Will the clouds come, the 
lightning flash, and the 
thunder roll? 

Will the snow melt, the win- 
ter pass, and the grass 
grow green? 

Oh ! how the wind blows, the 
rain falls, and the streams 
rise! 

Alas! my dress is torn, my 
hands are hurt, and my 
face is scratched. 



2. Reverse the work, give the combined form and get 
the simple. 

Combined Simple 

The horse and the cow were (The horse was lost, 
lost. )The cow was lost. 

John, Henry, and James went fJohn went to church, 
to church. sj Henry went to church. 

I James went to church. 

Let the sheep and lambs into ^ Let the sheep into the field, 
the field. |Let the lambs into the field. 



125 



X. Exercises in filling blanks of elliptical sen- 
tences from the reader. 

The following will illustrate what is meant: 
Supply these words in their proper places: — 

THE CUNNING CAT 



mice 


roll 


caught 


mat 


paws 


sprang 


up 


cunning 


ball 


little 


nibble 


fire 


asleep 


sleep 


room 





On a by the ...... in the hall, a old 

cat la}^ down to ...... . If I myself up like a 

, thought she, the little ...... will think I'm 

Soon the little peeped into the Think- 
ing the old cat was they began to and lick 

their Then the cat jumped .... and 

them all. 



XI. Exercises in copying simple verses from the 
blackboard, and from charts, and books. 

VIOLETS 

wind, where have you been, 

That you blow so sweet? 
x\mong the violets 

AVhich blossom at your feet. 
The hone^^suckle waits 

For summer and for heat; 
But violets in the chilly spring 

Make the turf so sweet. 



126 



If a task is once begun, 

Never leave it till it^s done; 

Be the labor great or small, 
Do it well or not at all. 



Hearts like doors will open with ease 

To very, very little keys; 
And don't forget that two are these: 

^^I thank you, sir/' and ^^If you please/' 



Kind hearts are the gardens, 
Kind thoughts are the roots. 

Kind words are the blossoms, 
Kind deeds are the fruits. 



Little children, you should seek 
Rather to be good than wise; 

For the thoughts you do not speak 
Shine out in your cheeks and e^^es. 



For he who always does his best. 
His best will better grow; 

But he who shirks or slights his task. 
He lets the better go. 



Whichever way the wind doth blow. 
Some heart is glad to have it so. 

Then blow it east or blow it west, 

The wind that blows, that wind is best. 



127 

The year's at the spring, 
And day's at the dawn, 
Morning's at seven. 
The hillside's dew-pearled. 
The lark's on the wing, 
The snail's on the thorn, 
God's in His heaven, 
All's right with the world. 



WINTER JEWELS 

A million little diamonds 

Twinkled on the trees, 
And all the children said: 

^'A jewel, if you please!" 
But while they held their hands outstretched 

To catch the diamonds gay, 
A million little sunbeams came 

And snatched them all away. 



Wheni I go to bed I say, ''Good night." 
When I get up I say, ''Good morning." 

I always say, "Thank you." 

Polite boys and girls say, "If you please." 



How does the little busy bee 

Improve each shining hour, 
And gather honey all the day 

From every opening flower! 
How skilfully she builds her cell, 

How neat she spreads her wax; 
And labors hard to store it well . 

With the sweet food she makes. 



128 



Watch over me while I'm asleep, 

And every night above my head 
Bend down, dear Angel, o'er my bed. 

Walk by my side to guard and bless; 
Talk to me all along the wa}", 

And while I hearken what you say, 
Lest I should fall help me to stand; 

I pray you, Angel, hold my hand. 



XII. Abbreviations. 

As we are soon to write letters, we need certain short 
forms called abbreviations. The following should be 
drilled upon — 



Sunday 


Sun. 


Monday 


Mon. 


Tuesdav 

1-- 


Tues. 


Wednesda}" 


Wed. 


Thursday 


Thurs. 


Friday 


Fri. 


Saturday 


Sat. 


Post-office 


P. 0. 


Reverend 


Rev. 


In the Arithmetic Clc 


they are needed: — 


dozen 


doz. 


pound 


lb. . 


quart 


qt. 


pint 


pt. 


Before noon 


A. M. 



Januarv 


Jan. 


February 


Feb. 


March 


Mar. 


April 


Apr. 


August 


Aug. 


September 


Sept. 


October 


Oct. 


Postcript 


P. S. 



Pennsylvania Pa. 



inches in. 

feet ft. 

yard yd. 

hundred weight cwt. 

After noon P. M, 



Review those of former grades. For drill, dictate these 
words, let the pupils write them in jull, and afterwards for 
Busy Work, fill in the abbreviations. 



129 

Or, write the abbreviations on the board, require the 
pupils to copy them in a column, and in another column, 
opposite to each, let them write the words in full. When- 
ever you meet them in the different lessons, draw the atten- 
tion of the pupils to them. 



XIII. Letter Writing. 

Method 

1. Speak of letters, their use, neatness to be observed, 
kinds of paper, ink, and stamps. 

2. Place the form and diagram on the board. On the 
next board, write the letter itself. Draw attention to each 
part of thd letter. Give the name of each. Have the same 
copied on paper. 



Heading f 

Salutation. 



Body 



Conclusion 
Signature ...... 



130 

Philadelphia, Pa., 
November 3, 1906. 
Dear Rex: 

Walter and I are making our garden. We raked 
up all the dead leaves yesterday, and today we have been 
spading it. 

Don't you want to come and help us? Bring your 
express-wagon and we will haul stones for a farmer. 

Your friend, 

Eddie Martin. 

The first two letters and envelopes should be written 
on the blackboard. The teacher should draw the attention 
of the pupils to each part of the letter. The pupils should 
copy the letter carefully on paper. 

The remaining letters are given simply as models. 

The pupils should be told to write a letter about this 
or that particular subject. The teacher may read one of 
these letters as a model for the class, but she should not 
give them to the pupils to copy. 



Stamp 



Master Eddie Martin, 
1151 Poplar Street, 

Philadelphia, 
Pa. 



133 

Philadelphia, Pa., 

Nov. 4, 1906. 
Dear Eddie: 

If it is pleasant, I can spend next Saturday 
morning with you. Look for me about nine o'clock. 

I have taught Max to draw my express-wagon. I will 
make him bring it, and we shall have grand fun hauling 
stones. 

Your friend, 

Rex Brown. 



Philadelphia, Pa., 

May 10, 1907, 
Dear Mary: 

Tomorrow will be my birthday. Mamma says I may 
have a party. I want you to come and bring all your dolls. 
Come early and we will have a good time. 

Your friend, 

Elizabeth. 



Philadelphia, Pa., 

May 14, 1907. 
Dear Elizabeth: 

Thank you very much. I will come to the 
party and bring all the dolls. 

Mildred has a new pink silk dress. 

Your friend, 

Mary. 



132 

Write a letter to a friend telling him of a new sled you 
received at Christmas, 

Philadelphia, Pa., 

Jan. 8, 1907. 
Dear Frank: 

Santa Claus brought me a bright, new sled. 
It has fine steel runners. Its name is Sport. 

I am going to try it on the hill back of our house^ 
Saturday morning. 

Will you come and join me? 

Your friend, 
Edgar Blank. 
Answer this letter, 

Philadelphia, Pa., 

Jan. 9, 1907. 
My dear Edgar: 

I am very glad Santa was so kind to you. 
You may look for me about 9 A. M., Saturday. I will 
bring my skates with me. 

Your friend, 

' Frank Conway. 

Write a letter to a little girl friend^ telling her of your 
new doll. 

Trenton, N. J., 

Jan. 26, 1907. 
Dear Mary: 

Mamma gave me a pretty baby doll for my birthday. 
I wish you could come to see it. Bring your own doll 
with you and we shall have a pleasant time. 

Your friend. 
Answer this letter, Stella. 



133 

Trenton, N. J. 

Jan. 27, 1907. 
Dear Stella: 

I shall be pleased to come to see your new doll. 
Mamma has made a new dress for mine. I will bring her in 
her new coach. 

I know we shall have a nice time. 

Your friend, 

Mary. 

It is your mothers birthday, write her a letter. 

Mobile, Ala., 
Sept. 28, 1906. 
Dear Mother: 

This is a happy day for us because it is your 
birthday. I wish to tell you how much I love you, dear 
mother, and hope you will have many more birthdays. 

I will pray God to bless you and to make me a good 
child. 

Your loving little girl, 

Helen. 

A letter telling how glad you were to receive a letter from 
home, 

Washington, D. C, 

Oct. 4, 1906. 
Dear Parents: 

How I have been longing to hear from home I 
You may think then how happy I was when the post- 
man brought me your letter. 

Your loving son, 

Henry. 



134 

An invitation to spend Christmas week. 

Boston, Mass., 

Dec. 20, 1907. 
Dear John: 

It will soon be Christmas, and there will be no 
school for a week. My mother says I may ask you to 
spend the holidays with me. I have two pairs of skates 
and a new sled. We can have a very good time. 

Your loving friend, 

Frank. 



New York, 
May 2, 1907. 
Dear Helen: 

Will you please lend me your ''Fairy Tales''? 
Send it by Charlie. I am in a hurry to read it. I will 
lend you my ''Chatterbox,'' 

Your little friend, 

Nellie. 



New York, 
May 3, 1907. 
Dear Nellie: 

Grace has my "Fairy Tales" so I send you my 
"Robinson Crusoe". You shall have the "Fairy Tales" 
next. 

Your little friend, 

Helen. 



135 

All invitation to tea. 

^ , .. ^^., . West Chester, Oct. 14, 1906. 

Dear Miss nhite: ' 

Papa and mama join me in asking you 

to take tea with us next Friday evening at seven, and they 

share my hope that you will find time to do so. 

Your faithful pupil, 

Answer Hilda. 

West Chester, October 15, 1906. 
My dear Hilda: 

Please present my compliments to 3^our 
mama and papa and tell them it will give me great pleas- 
ure to accept your kind invitation to tea next Friday eve- 
ning. 

Your devoted teacher, 

Mary White. 

You have been promoted. Tell how you like your class 
and teacher. Tell how hard you are trying. Speak 
of your gold-fish. Send love to all at home, 

Boston, Mass., 

Sept. 12, 1907. 
Dear John: 

I have been promoted, and I like my new class 
and my teacher very much. 

I am trying very hard this term. What class are you 
in now? 

We have some gold-fish in our room, and I help my 
teacher to take care of them. 
With love to all at home, 

Your friend, 

Will. 



136 

Tell your friend how you spent May Day. 

Bally, Pa., 

May 14, 1907. 
Dear Anna: 

Last Tuesday we had no school for it was May 
Day. 

In the morning I helped my mother by taking care of 
the baby. In the afternoon my father took me out for a 
walk. 

Write soon, and tell me about your lessons and school. 

Your friend, 
Marcella. 



An answer to an invitation for Christmas week. 

. Erie, Pa., 

Dec. 10, 1907. 

Dear cousin Frank: 

How glad I am that you are to spend 
your Christmas vacation with me. What fun we shall 
have! 

Father has promised me a new sled and a pair of 
skates. 

If the weatherj is cold, we shall have a fine time coast- 
ing and skating. 

Do not fail to come. I shall meet you at tha station. 

Your loving cousin, 

Edwin. 



137 

An invitation to spend the afternoon, 

Ashland, Pa., 

June 4, 1907. 
Dear Gertrude: 

How I wish you could spend an afternoon 
with me! Can you come next Friday at two o'clock? 
Please let me know as soon as possible. 

Dora will make us some cakes and peanut candy. 

Your little friend, 
Clara. 

An invitation to a birthday party, 

Wilmington, Del., 

Aug. 22, 1907. 
Dear John: 

My dear mother is going to give us a party on 
my birthday, next Thursday, August 27th, at 4 P. M., and 
we would like to have you with us. 

I hope that nothing will prevent you from coming. 

Yours truly, 

Frank. 



Letter begging to be excused for absence from school. 

Lakewood, N. J., 

Oct. 17, 1907. 
Dear Teacher: 

Please excuse my absence from school Mon- 
day, the 18th, on account of the illness of my mother, and 
oblige, 

Yours truly, - 
Rose Brady. 



138 

A letter telling about your school. 

Richmond, Va., 
Dec. 1, 1907. 
Dear Frances: 

I am going to school every day, and am very 
fond of my teacher. She tells us a pretty story after we 
have had our lessons. I hope you will soon be able to 
come to school. 

Your loving friend, 

Lily. 

A letter to your mother who is away^ telling her all you are 
doing. 

Lancaster, Pa., 

June 15, 1907. 
Dear Mamma: 

I w^ill tell you what we are doing at home. 
Papa says he thinks I keep the house tidy. Every morning 
I dress sister Regina. 

Before I play the piano, I sweep the porch and help 
Martha with the dishes. 

We have fresh flowers every day. We all send our 
best love to you, and wish you a pleasant time. 

Your little girl, 
Mary Cain. 

Richmond, Va., 
November 2, 1906. 
Dear Alfred: 

Thank you for your kind letter. I often wish 
I could visit you, and Papa says that he will take me some 
time. 



139 

It must be fine to have a goat. I have a pair of white 
rabbits that Grandma gave me for my birthday. I wish 
you could see them. 

Good-bye. Hoping that I may see you soon, I am, 

Your friend, 

Thomas Brown. 



Atlanta, Ga., Aug. 15, 1906. 
Dear Louisa: 

I came here this morning about nine o'clock. 
The train was nearly an hour after time. I found cousin 
George here. He has come to spend his vacation. He and 
I are good friends. 

Tomorrow wx will gather berries that grow half a 
mile from the house. 

Give my love to all. 

Your loving brother, 

Harry Thorn. 



Philadelphia, Pa., 

Sept. 12, 1906. 
Dear Joseph: 

There is to be a game of base-ball in the 
Meadows, Saturday afternoon. Uncle John says he will 
take us in the carriage, if you will go. 

Your playmate, 

Karl Fisher. 



140 

A letter to Santa Clans. 

Mahonoy City, Pa., 
Dec. 18, 1907. 
Dear Santa Claus: ' 

Since last Christmas I have a baby sister. 
Please bring some Christmas presents for her, I think she 
would like a rubber doll and a rattle. If you bring me a 
picture book and a go-cart, I shall be very glad. 

Your loving friend, 
35 Linden Ave. Grace Darling. 

New York, N. Y., 

Dec. 24, 1907. 

My dear, kind Parents: 

Tomorrow is Christmas, and when I 

kneel before the crib,^ I will thank the Little Infant for the 

good papa and mamma He has given me. 

I am going to be a better child, and always love and 

obey my dear parents. 

Wishing you a Merry Christmas, and a Happy New 

Year, I am, ^. , , ., , 

I our own dear child, 

Raymond. 

Boston, Mass., 

December 24, 1906. 

My dear Papa and Mama: 

A Merry Christmas and a Happy 

New Year to you ! 

May the dear Infant Jesus in the crib bless you for 

all the good you have ever done me and let you live many 

years, is the prayer of, ^^ t^,, , 

\ our own little pet, 

Esther King. 



141 

Your papa took you 

1. To a circus. 2. To a park. 3. To a picnic. 
Write a letter to a little friend, telling how you enjoyed 
the trip, also something 3^ou saw. 

Philadelphia, Pa., 

Sept. 20, 1907. 
Dear Joseph: 

Do you want to hear some good news? Our 
side won the game that was played last Saturday. 
John Lane took your place. 
We hope you will be able to play the next time. 

Your playmate, 

Bernard Heilker. 

St. Agatha, Ont., 

Dec. 23, 1907. 
Dear Papa and Mama: 

The coming of the Holy Infant 
makes every little boy and girl think of how good and 
obedient He was. 

I know, dear papa and mama, how often I have made 
you feel sad by disobeying you; but now I am oh! so sorry 
for all, and I am going to be a better child hereafter. 

Dear Jesus, bless this promise, and my dear papa and 
mama, too, and let them spend a merry, merry, Christmas. 

Your little girl, 

Jennie Brand. 

Write a short letter answering an invitation to spend 
your vacation with your uncle on his farm. Thank him 



342 

and say your father has promised to let you come if you 
study hard. Say that your father and mother wish to be 
remembered kindly. 

Write a letter to 3^our teacher telling how you spent 
the time between Friday and Monday. 

Write a letter to a friend inviting him to spend next Sat- 
urday with you. Tell him that your mother says you may 
spend the afternoon skating on the pond, which is covered 
with hard, smooth ice. 

Write to a friend telling how you spent Christmas, 
and what presents you received and from whom. Ask your 
friend how she (or he) spent Christmas, and what presents 
she received. 

Write a letter to a little cripple. Tell him of a present 
3^ou are sending and that you hope he will enjoy it. 

Answer the above, telling how the gift pleased you. 

XIV. PUNCTUATION 

Teach the use of the period, the interrogation 
and exclamation points, the comma, the apostrophe, 
the quotation marks, the caret and the capitals, as 
indicated in the following: 

1. The Period: — 

This point is drilled on in the lessons on the kinds of 
sentences. Watch its use in all the written work. See that 
the title of every composition or exercise is followed by a 
period. Call attention to the use of a period in the reading 
lesson, in the abbreviations used in their work, in the head- 
ing and closing of the letter and the superscription of the 
envelope. 



143 

x\sk why the period is used in this or that instance. 
Let them tell you in their own words. 

For special drill, dictate any of the statements and 
commands already given in this work, also these: — 

We saw Charles and Emma. 

This book is yours. 

Birds pick cherries. 

Snap, put down that rat. 

My brother and I will go. 

Calla-lilies are large, white and fragrant. 

Fido, come to me. 

Please hand me a pencil. 

Please, James, call Mary. 

2. The Interrogation Point: — 

Pay particular attention to this mark at the close of 
interrogative sentences. Dictate a few of the interrogative 
sentences given under that head in the first part of this 
book, or these: — 

Where are the flowers? 

Who has my knife? 

Where are you going? 

Have you read the book? 

Eddie, will you ride to the farm? 

3. Exclamation Point: — 

Note this mark in the exclamatory sentences, and after 
interjections. Dictate: — 

Hark! mother is calling us. 
. Oh! what was that? 
O, what a beautiful bird it was! 
Listen! there goes the bell. 



144 

4. The Co]vi)ma. 

a. After the name of a person addressed. You call 
attention to this in the sentences expressing a command or 
a question. Drill for dictation: — 

James, are you going to mow the lawn? 
Nellie, bring me the ink. 
Sarah,, please carry the basket. 
William, are you going to the* store? 
William, go to the store. 
Note: — Show that we mention the name to draw the 
person's attention, and we naturally pause after the name. 

b. Use of the comma in dating, heading, addressing, 
and closing a letter, also in the superscription of the enve- 
lope. Dwell on this when teaching the letter-writing, and 
there will be no need for an extra dictation. 

5. The Apostrophe. 

The use of the apostrophe in contractions is dwelt on 
when they are taught. 

Its use in the possessive case has been mentioned 
already. Draw attention to it whenever it occurs in the 
reading or in their language work. 

Dictate for drill: — 

Nellie's cloak is new. 

The lady's dress was ruined. 

0, how high George's kite flies! 

Aren't j^ou tired? 

John, isn't this your coat? 

Can't Alice write her lesson? 

The boys' clothes aren't torn. 

Did you see John's father? 



145 

I'm going home. 

He's hurt. 

You're very happy, Mary. 

The boats' oars are strong. 

Cats' claws are sharp. 

We sell children's shoes. 



6. The Quotation Marks. 

Direct quotations will occur quite often in the reading 
lessons, hence it is necessary to teach their use. Show that 
unless the exact words or thoughts of another are used, the 
quotation marks are^ not used. Note the use of the comma 
before the quotation. 

Drill for dictation: — 

The little girl said, ^T am going home." 

I said, ^'I saw James." 

I said that I saw James. (Not a direct quotation.) 

He replied ,^^I will return." 

He replied that he would return. (Not direct.) 

Harry called out, 'That bat is mine." 

Eva said, 'TVe found it." 

''We will come tonight," the children said. 

Our teacher said, "Your answer is correct." 

Tom called after us, "Aren't you coming?" 

The dying general said, "I die happy." 

7. The Caret. 

Show the pupils how to use this when they have 
omitted anything. You will use it in correcting their 
exercises. 



146 

8. Capitals. 

a. The first word of every sentence. This is 'dwelt on 
from the First Grade on. Any of the sentences already 
given can be used for dictation. 

,b. The first word in every line of poetry. Draw at- 
tention to this in the memory gems and in the selections 
studied. Use a few of these for dictation. 

c. Names of God. This should be noticed in the 
Catechism Busy Work. Any sentences there given can be 
used for dictation. 

d. Proper Names. The use of the capital in these 
should be dwelt on when teaching proper nouns. 

Dictation: — 

Where is St. Joseph's school? 

We live in Philadelphia. 

My cousin lives in Wilmington. 

We row on the Schuylkill River. 

The State House is an old building. 

Girard College is very large. 

The Public Buildings are at Broad and Market 

Streets. 
Broad Street is very wide. 

Does Market Street extend to the Delaware River? 
Chestnut Street is quite narrow. 

e. Titles of office and respect. This may be brought 
in incidentally, also when teaching the abbreviations. 

Dictate these: — 

Rev. James Higgins is our pastor. 
General Grant was our president. 
Dr. Brown cured my sister. 
Mr. Thomas is a lawyer. 



147 

Archbishop Ryan was a great speaker. 
President Roosevelt was a brave soldier. 

/. In the abbreviations for the names of the months 
and days of the week. This is dwelt upon when the different 
abbreviations are taught Its use occurs also in letter- 
writing. 

In all this dictation work, 

1. Write the sentences on the board. 

2. Study them with the child. 

3. Draw his attention to the spelling and punctu- 

ation. 

4. Let him copy the exercise from the board. 

5. Cover the exercise and dictate. 

6. Uncover, and let the children compare their 

work with the copy on the board. 

Note: — Be careful to dictate in a clear tone. Do not 
repeat. Dictate sufficient at a time to give the child some 
idea. 

XV. COMPOSITIGN 

Writing of Short Compositions 

• 

Method 

Have pupils write answers in whole sentences or state- 
ments. 

The following are suggestive of what may be done in 
this line. 

The questions should be placed on the board and the 
lessons developed orally. Group the questions into para- 
graphs, and lead the pupils to see why you do so; namely, 
that the sentences connected with one particular thought 
should be together. 



148 

Sometimes it is well to write their answers in succession 
on the board and then aid the children to unite them into 
paragraphs. Work with them. Have the entire compo- 
sition copied. 

After the subject has been developed orally, have the 
pupils write answers to the questions without any aid from 
you. 

Make one sentence of these five: — 

1. The fly has six legs. 

2. The bee has six legs. 

3. The wasp has six legs. 

4. The ant has six legs. 

5. Other insects have six legs. 

Result 
The fly, the bee, the wasp, the ant, and other insects 
have six legs. 

Combine into one sentence: 

1. Spiders spin. 

2. Spiders weave. 
• 3. Spiders hunt. 

Result 
Spiders spin, weave, and hunt. 

Combine into one sentence: 

1. The fly does not grow after getting legs. 

2. The fly does not grow after getting wings. 

Result 

The fly does not grow after getting legs and wings. 



149 

Combine the following in such a way as to give but 
three sentences: 

1. Here is a fly. 
* 2. This fly lives in our houses. 

3. See his two large eyes. 

4. They take up nearly the whole of his head. 

5. The fly has two wings. 

6. The butterfly has four wings. 

7. The bee has four wings. 

8. Most other insects have four wings. 

Result 

Here is the fl}^ that lives in our houses. 

See his two eyes that take up nearly the whole of his 
head. 

The fly has two vrings; but the butterfl}^, the bee, and 
most other insects have four wings. 

Put these together so as to form three sentences: 

1. The fly first brushes one side. 

2. He then brushes the other side. 

3. Then, he rubs his legs together. 

4. This drives the dust out of the hairs. 

5. After this he gives himself the finishing touches. 

Result 

The fly first brushes one side, then the other. Then he 
rubs his legs together to drive the dust out of the hairs. 
After this he gives himself the finishing touches. 

Write in three sentences: 

1. An aunt was working. 

2. She was making a storehouse. 

3. She was filling it. 



150 

4. She was tugging at a grain of rice. 

5. A friend was helping her. 

6. The grain was bigger than themselves. 

7. A grasshopper came up. . • 

Result 

An aunt was busy at work one sunny summer day. 
She was making a storehouse and filling it with food for 
her family. 

Just as she and a friend were tugging along a grain of 
rice much bigger than themselves, up came a lively grass- 
hopper. 

Put these sentences together: 

1. A man put up his gun to shoot the dove. 

2. The ant bit the man's heel. 

3. Bang! went the gun. 

4. The dove was not hurt. 

5. The ant helped the dove. 

6. The dove helped the ant. 

7. Shall we help each other? 

Result 

Two or three days after, the ant saw a man put up 
his gun to shoot the poor dove. 

The ant crept up and bit the man in the heel. The 
gun went off, but the dove was not hurt. 

So the ant and the dove helped each other. Shall we,^ 
too, try to help each other? 

Put these sentences together: 

1. A faint gray light begins to steal over the woods. 

2. A faint gray light begins to steal over the fields 

3. The stars all fade out from the sky. 



151 

4. They fade out one by one. 

5. A light breeze springs up. 

6. The breeze sets the leaves and the flowers all 

nodding and whispering to each other. 

Result 

A faint gray light -begins to steal over the woods and 
the fields. The stars all fade out one by one from the sky, 
and a light breeze springs up, which sets the leaves and 
the flowers all nodding and whispering to each other. 

Put these sentences together: 

1. The little birds begin to twitter. 

2. They call softly to their friends. 

3. Their friends are in the branches above and 

below. 

4. The sun is coming. 

5. The sun makes them happy. 

6. Perhaps they are telling each other this. 

7. The light grows stronger and stronger. 

8. Very soon the sun shows its bright rim above 

the hills. 

9. It flings its golden beams over the trees and 

the houses. 

Result 

The little birds begin to twitter and call softly to their 
friends in the branches above and below. Perhaps they are 
telling each other the sun is coming to make them happy. 

The light grows stronger and stronger. Very soon the 
sun show^s its bright rim above the hills,. and flings its golden 
beams over the trees and the houses. 



152 

Hints for Word Pictures 

ONE STORMY WINTER DAY 

1. The snoTV^ is now falling fast. 

2. The wind drives it here. 

3. The wind drives it there. 

4. The wind drives it up. 

5. The wind drives it dow^n. 

6. The wind drives it round. 

7. The snow and wind frolic merrily. 

8. The wind blows fiercely. 

9. Here comes a party of boys and girls. -^ 

10. They are snugly tucked under warm robes. 

11. The bells jingle merrily. 

12.* The horses toss their heads impatiently. 

13. Away they dash. 

14. Soon they plunge into a snowbank. 

15. Over goes the sleigh. 

Write a short story of two or more paragraphs, telling 
what happened on a stormy, winter day. 
Take what you choose from the above. 

SPRING 

1. Why is the spring like morning? 

2. What does spring do? 

3. What does it say to the seeds and plants? 

4. What does it send down? 

5. What does it say? 

6. Are they very willing to obey? 

Result 

Spring is like the morning because the sun shines bright 
and clear. 



153 

It takes off the white snow blanket. It says, ''Wake 
up, my dears, I made it nice and warm for you." 

It sends down the rain. The rain says, ''Rap-a-tap, 

rap-a-tap, open, open your doors.'' All are very willing 

to obey. 

THE HOUSE 

We may brieflly describe a building, such as a house, 
a church, or a railroad depot, by answering the following 
questions: — 

1. What is it? 

2. What is it used for? 

3. ^Vhat are its principal parts? 

4. Of what is it built? 

Result 

1. It is a building. 2. It is used for a dwelling-place. 
3. Its principal parts are the walls, roofs, rooms, windows, 
doors, and halls. 4. It is. built of wood, brick, or stone. 

Combined: — A house is a building which is used for a 
dwelling-place. It is built of w^ood, brick, or stone, and its 
principal parts are the walls, roof, floors, rooms, windows, 
doors and halls. 

THE BIRD AND ITS NEST 

1. I see a little bird on her nest. 

2. Can you see her? 

3. The cat can see her, too. 

4. Do not eat the little bird. 

5. Can you see the little bird's eggs? 

6. No, the eggs are in the nest. 

7. Do* not fly, little bird. 

8. The cat will eat you. 

9. Little boy, can you see the bird? 



154 

10. The bird cannot see you. 

11. Do you like little birds? 

12. I like to see the birds fly. 

Write a short story of three paragraphs telling about 
the bird and her nest. Oral, then written. 

In the following the answers to the questions of each 
group will form a paragraph: — 

DANDELIONS 

1. Of what color are dandelions? 

2. When do they blossom? 

3. When the snow has melted away, and the green 

grass springs up, what do we see peepmg out 
everywhere? 

4. Where do they grow? 

5. Is not every one delighted to see them? 

6. Do not children like to gather them? 

7. May they pick as many as they please? 

8. Why do people not care to preserve them? 

9. Are they not so beautiful as many garden 

flowers? 

10. Do you not think God is very good, to make 
beautiful things so common? 

Result 
Dandelions are bright yellow flowers. " They blossom 
in early spring. After the snow has melted away, you can 
see them peeping out everywhere. 



155 

You can find them in the green grass by the roadside, 
in the fields, in the yards, and in your own garden. There 
are so many, you could not count them. 

Every one is pleased to see them. Little children like 
to pick them, because they may take as many as they 
please. We could not gather them all if we worked all day. 

Some people do not like to keep them because they 
are wild flowers. I think they are as beautiful as some of 
our garden flowers. They are not so pretty as the rose and 
the lily. 

God is ver}^ good to give us so many of these pretty 
yellow flowers. 

RAIN 

1. Where does rain come from? 

2. How does it get into the clouds? 

3. If it were not for rain, would not every thing 

upon earth die? 

4. In summer, do not many weeks often pass away 

without any? 

5. How does everything look then? 

6. Does not rain always come at last? 

7. Is it not delightful to see the clouds roll up, 

and the drops begin to fall? 

8.. Does not the grass begin to grow green again 

immediately? 
9. How does the air feel, and every thing look, 

after the shower? 

10. Do not children always like rain when it does 
not spoil their plans? 



156 

11. If they are planning an excursion, do they like 

to see the clouds? 

12. Do they not always try to think it will not rain? 

13. If the rain does come, ought they to complain? 

14. Is it not always good for the earth? 



Result 

Rain comes from the clouds. The sun draws the water 
from the brooks and rivers up into the clouds. 

If it were not for rain, everything on the earth would 
die. In summer, sometimes several weeks pass without 
rain. Then everything dries up. The grass is scorched and 
withered. The air is full of dust. 

At last a shower comes. The clouds roll up like moun- 
tains in the sky, then the drops begin to fall. It is raining. 

Soon the streets are full of water, the flowers lift up 
their heads, the grass is bright again. All at once the sun 
bursts out. The air feels cool and fresh. Everything looks 
beautiful after the shower. 

Children do not like to see it rain if they want to go 
some place. When they see the clouds, they are sad. They 
hope it will not rain. We should not grumble if the rain 
comes. The rain is good for the earth. 



THE ROSE 

What is the rose? 

What is its color? 

On what does it grow? 

In what places have you seen the rose growing? 

Why do we like the rose? 



157 



IRON 

Tell us some things that are made of iron. 

How does iron feel? 

Where do we get iron? 

How does it look when taken from the ground? 

Where is it put to free it from clay? 

Of what use is it? 



GOLD 

What is the color of gold? 

Where is it found? 

Tell four things that are made of gold. 

Which of these things is the most useful? 

What do children like that is made of gold? 



THE TABLE 

Of what is it made? 

Who made it? 

How is it fastened together? 

Of what are nails made? 

Of what is glue made? 

How are the boards made smooth. (B\^ planing J 

GLOVES 

Of what are gloves made? (leather, cotton, w 'oL 

silk.) 
Which are warmest? 
Why are gloves used? 
What else are used to cover the hands? 
How do they differ from gloves? 



158 



THE APPLE 

What is its shape? 

Tell about the tree on which it grows. 

What color is the apple? 

What is the white part called? 

What is the color of ripe apple seeds? 

For what are apples used? 



FROST 

1. When does frost first come? 

" 2. Does it not make sad work with the pretty 
summer flowers? 

3. Before it comes, how do they look? 

4. After it, is not everything changed? 

" 5. What becomes of the grass and the flowers? 

6. Are not the trees the onty thing which the frost 

does not spoil? 

7. W^hat does it do to them? 

8. Do their bright colors last long? 

9. What color do they gradually become? 
10. What becomes of the leaves finally? 

^11. Are not the trees left bare? 

12. Do not the cold winds begin to whistle through 

them then? 

13. Is not this a sign that winter is coming? 

14. Is it not pleasant, then, to gather round the 

bright fire in the house? 

15. Do not the evenings begin to grow long then? 

16. How is it pleasant to spend them? 



159 

Result 

When the nights begin to get chilly in September, we 
know that Jack Frost is coming. Each night gets colder 
and colder. 

Jack Frost kills the pretty summer flowers. Before 
he comes everything is pretty. When he passes over the 
flowers, all are a dull, dead brown. 

The grass is chilled, the flowers die. Jack Frost spoils 
everything but the trees. He paints their leaves red, yellow, 
and all bright colors. These colors do not last long, soon 
the leaves turn dark and fall off. 

When the trees are bare, the cold November winds 
whistle through them. We know that winter is near. 

It is so cold, we stay in the house. In the long winter 
evenings, we gather round the fire. We play games, tell 
stories and crack nuts. We have plenty of fun. 

BUTTERFLIES 

Do not butterflies seem to be the happiest crea- 
tures in the world? 
Are they not always out in the sunshine? 
Do they not live among flowers? 

Are they not gay-looking creatures? 
What color is most common among them? 
Are they not very delicate creatures? 

Are they not of a great variety of colors? 

If you touch them with your finger, what happens? 

Must it not hurt them? 

Do boys like to chase butterflies? 
How do thev catch them? 



160 

Are they ever so cruel as to stick pins through 

them? 
For what do they do this? 
Would it not be better to let them live and enjoy 

their life among the flowers? 

MY KITTEN 

Have you a kitten? 
What is its color? 

What kind of disposition has it? 

Does it like to be petted? 

When you take it up kindly, what will it do? 

If you hold it still for a while, will it go to sleep? 
How does it fix itself w^hen it goes to sleep? 
How long will it sleep? 

Is it a frolicsome kitten w^hen it is awake? 
What will it do with things it finds on the floor? 
Does it sometimes do mischief in its frolics? 

Is it old enough to catch mice? 

What does it do when it hears a scratching or 

nibbling sound? 
Do you think it will make a good mouser? 

Result 

I have a dear little kitten. Its color is dark gray, all 
except the tip of its tail and one paw, which are white. 

It has a very gentle disposition; and loves dearly to 
be petted. When you take it up kindly, it begins to purr, 
and to try to lick your hand with its little rough tongue. 



161 

If you hold it still for a while, it will fold its paws, 
and curl itself up into a round ball, and sleep so for hours, 
without stirring. 

It is a bright, frolicsome little kitten when it is awake, 
and will cut all sorts of capers with pieces of paper, or 
anything it finds on the floor, and sometimes it does mis- 
chief in these frolics, too. 

It is not old enough yet to catch mice; but it will prick 
up its ears, and look very fierce, Vv^hen it hears a sound like 
scratching or nibbling. I think some day it will be a 
famous mouser. 

ICE 

1. How is ice formed? 

2. Does not water sometimes freeze in falling from 

the roof? 

3. What does it form then? 

4. What shape are these icicles? 

5. Do we not often see great numbers of them 

hanging from houses and trees? 

6. How do they look when the sun shines upon 

them? 

7. When the weather is very cold, what happens 

to the ponds and rivers? 

8. Do not the boys have merry times then, sled- 

ding and skating? 

9. la not ice very slippery? 

10. If you do not step carefully, will you not cer- 

tainly fall? 

11. Even then will you not sometimes be over 

before you know it? 



Hy2 



12. Do not children like to find a smooth strip by 

the roadside? 

13. Do they not always stop to try it? 

14. And sometimes, by doing so, do they not get 

late to school? 

SNOW 

1. What comes next after frost? 

2. Are not children always delighted to see the 

snow when it first comes? 

3. Do they not get tired of the dry grass and 

leaves? 

4. Are they not glad to have them covered up? 

5. Do they not like to watch the snowflakes as 

they fall? 

6. Do these make any noise in falling? 

7. Does it not often snow all night, without any 

one finding it out? 

8. Is it not a great surprise in the morning, to see 

everything white? 

9. How do the trees and roofs look? 

10. Is it not pleasant to hear the sleigh-bells jingle? 

11. How do boys play with snow? 

12. Do they not like it all the better, the deeper 

it is? 

13. Does it not seem strange, that such a cold thing 

as snow can keep anything warm? 

14. Does it not keep the earth warmer than it would 

be without it? 

15. Would not a great many plants die in winter 

if it were not for the snow? 



MICE 

1. Are not mice beautiful little creatures? 

2. What color fur have they? (dark gray) 

3. Is it not soft as veh^et? 

4. What color are their eyes? (black) 

5. Where do they live? 

6. Why do people not like to have them in their 

houses ? 

7. When do they steal things out of the pantry? 

8. Vv^hat do they like best to eat? 

9. Do people sometimes set traps for them? 

10. How do they fix the trap? 

11. How does the mouse get caught? 

12. What else catches mice? 

13. How does Puss act when it has caught a mouse? 

14. Are not children often afraid of mice, when they 

hear them in the night? 

15. Is it not foolish to be afraid of such little crea- 

tures? 

"OUR DOG" 

1. What kind of a dog is he? 

2. Has he a shaggy or a smooth coat? 

3. W^hat is his color? 

4. What is his name? 

5. Why was he so named? 

6. Is he an intelligent dog? 

7. How does he show that he is? 

8. What tricks does he know? 



164 

9. Wh^ kind of disposition has he? 

10. Is he fond of teasing puss? 

11. How do they act towards each other? 

12. What kind of a bark has he? 

13. How does he behave tow^ard strangers? 

14. Is he a useful dog? 

15. In what way does he make himself useful? 

BEES 

1. Are not bees more busy creatures than butter- 

flies? 

2. What are they doing all the time? 

3. Do they ever seem to waste a moment? 

4. Do they not often travel a great distance in 

search of honey? 

5. Do they ever get discouraged or lazy? 

6. Does it ever happen that a lazy bee gets into 

a hive? 

7. As soon as he is found out, what do the other 

bees do? (drive him out.) 

8. What are these lazy bees called? (drones.) 

9. Are they very much hated by the industrious 

ones? 

10. With what do bees line their hive? 

11. Did you ever see a honeycomb? 

12. What sort of a thing was it? 

13. Does it not seem wonderful that such little 

creatures can make it? 

14. How is the honey taken from the hive? 

15. What is done with the honeycombs? 



165 

BIRDS' NESTS 

1. Where do birds generally build their nests? 

2. Why do they build them so high? 

^ 3. What is the outside of the nest made of? 
(sticks and leaves) 

4. What is the inside lined with? (soft hair) 

5. Where do birds get the materials for their nests? 

6. Do they collect it together, and carry it in one 

load in their claws? 

7. How do they manage it? 

8. Is not a bird's-nest full of young birds, or of 

little blue eggs, a pretty sight? 

9. Is it not cruel to rob a bird^s nest? 

10. How does the old bird feel when any one is 

near her nest? 

11. How does she show her distress? 

12. Do the birds leave their nests when they fly off 

to the south or do they take them? 

13. Is there any harm in taking them in fall or 

winter, when the birds have left them? 

14. Will they not build other nests when they return 

in the spring? 

RABBITS 

1. Are not rabbits pretty creatures for pets? 

2. What color is most common among them? 

(white, brown, spotted.) 

3. What kind of eyes and ears have they? (pink- 

eyed, black-eyed.) 



166 

4. Is not their fur very long and soft? 

5. For what is it sometimes used? 

6. Can you let them run wild, or must they be 

kept in a pen? 

7. Do they not sometimes try to get out of the pen? 

8. How do they do this? 

9. Is it not hard work to catch them? 

10. What is the best way to do it? 

11. What do rabbits eat? 

12. Is it not a pretty sight to see them eating? 

13. How do they manage it? 

14. Are these little creatures of much use except as 

pets? 

15. Do people not sometimes kill and eat them? 

16. Does it not seem cruel to kill and eat such 

pretty creatures? 

XVI. LITERATURE 

Endeavor to lead the children to love and read good 
books. Reading at home should be encouraged. 

a. Stories about the children of other lands, their 
habits, plays, manner of dress, etc., descriptions of different 
sections of our own country. The above can be obtained 
from geographical readers. They can be told by the 
teacher, or read silently by the children, 

b. Reproductions^ orally, and in writing of legends, 
fables, stories of the childhood of the saints, of the noble 
deeds of great and good men and women ; stories from his- 



M 



167 

tory. History of our American Flag, meaning of our dif- 
ferent holidays. 

c. Memory gems: — Patriotic selections to be com- 
mitted to memory and recited. A number of suitable poems 
learned by heart and recited. Religious poems as well as 
secular. 

Friday afternoon recitations or declamations should 
never be neglected. 

Sometimes make a study, from the blackboard, of these 
poems in respect to their punctuation and capitalization, 
and meaning. Question the children in such a way as to 
lead them to see the thought expressed in the poem. 

Have the poems copied by the class. Afterwards re- 
quire some stanzas to be written from memory. 

In the follovvdng, suggestive questions have been added 
to each poem; but these are, by no means, all that could be 
asked. Let each question be one that will make the child 
think^ and also appreciate the poem. 

THE DAFFODILS 

I wandered lonely as a cloud 

That floats on high o^er vales and hills, 

When all at once I saw a crowd, 
A host of golden daffodils; 

Beside the lake, beneath the trees, 
Fluttering and dancing in the breeze. 

Continuous as the stars that shine 

And twinkle on, the Milky Waj^, 
They stretch in never-ending line 

Along the margin of a bay; 
Ten thousand saw I at a glance, 

Tossing their heads in sprightly dance. 



168 

The waves beside them danced; but they 
Outdid the sparkling* waves in glee ; 

A poet could not but be gay, 
In such a jocund company; 

I gazed and gazed, — but little thought 
What wealth the show to me had brought; 

For oft, w^hen on m^^ couch I lie 

In vacant or in pensive mood, 
They flash upon that inward eye 

Which is the bliss of solitude, 
And then my heart with pleasure fills. 

And dances with the daffodils. 

Questions on the Poem 

What is a cloud? Where do you see the clouds? 

Why does it say, ^^I wandered lonely as a cloud^l 

What is a vale? 

Give another word for crowds for golden. 

What were the daffodils? 

What made the daffodils flutter? 

What do you mean by dancing in the breeze? 

Did you ever see the Milky Way? Where? 

Where were the row^s of daffodils? 

Were there many daffodils? What words tell you? 

How could the daffodils toss their heads? What are 
their heads? 

How do the waves dance? 

Where do the waves sparkle? 

What sentence tells you that the daffodils were brighter 
than the wave? 

What is meant by, ^^siich a jocund company /^f 

Give another word for couch, for inward eye. 



169 

What words tell you he remembers the daffodils? 
When are you in solitude? 

Read the lines that tell you the daffodils made him 
happy. 

WHICH LOVED BEST? 

^^I love you, mother," said little John; 
Then, forgetting his work, his cap went on, 
And he was off to the garden swing. 
Leaving his mother the wood to bring. 

"I love you, mother/^ said rosy Nell, 
'^I love you better than tongue can tell." 
Then she teased and pouted half the day, 
Till all rejoiced when she went to play. 

'^I love you, mother," said little Fan; 
"To-day I will help you all I can; 
How glad I am that school does not keep!" 
She rocked the babe till it fell asleep. 

Then stepping softly, she brought the broom. 
And swept the floor, and tidied the room; 
Busy and happy all day was she, 
Helpful and happy as child could be. 

"I love you, mother/' again they said, — 
Three little children going to bed, 
How do you suppose that mother guessed 
W^hich of them really loved her best? 

Analysis of Poem 
1. Personages:— 

Who are spoken of in this poem? Give their 
names. Which child do you like the best? 



p 



170 

2. Time and Place: — 

Where were the motlier and her children? 

3. Words and Actions: — 

a. To whom are the children talking? What did 

little John say to his mother? What did he 
then do? Did he really love his mother? 

b. Do you think little Nell loved her mother? 

c. What did little Fan do to show that she loved 

her mother? 

d. Why was Fan happy? Would you rather be 

like Nell or Fan? Why? 

e. What did the children say to their mother when 

they went to bed? Did John, Nell, or Fan 
love mother best? How could the mother tell? 

4. Result: — 

What does this poem teach you? Which little 
children should 3' ou try to be like? How can 
you shovr your mother that you realh^ love 
her? 

5. Moral:— 

Every little child should show its love for its 
mother by helping her. Not what w^e say, but 
what we do, proves our love for another. 
^^Actions speak louder than words. '^ 



THE CHILDREN S HOUR 

Between the dark and the daylight, 
When the night is beginning to lower. 

Comes a pause in the day's occupations 
That is known as the Children's Hour. 



171 



I hear in the chamber above me 

The patter of little feet, 
The sound of a door that is opened, 

And voices soft and sweet. 

From my stud}^ I see in the lamplight, 
Descending the broad hall stair, 

Grave Alice, and laughing AUegra, 
And Edith with golden hair. 

A whisper, and then a silence ; 

Yet I know by their merry eyes, 
They are plotting and planning together 

To take me by surprise. 

A sudden rush from the stairway, 
A sudden raid from the hall! 

By three doors left unguarded 
They enter my castle wall! 

They climb up into my turret 

O'er the arms and back of my chair; 

If I try to escape, they surround me; 
They seem to be everywhere. 

They almost devour me with kisses, 
Their arms about me entwine. 

Till I think of the Bishop of Bingen 
In his Mouse-Tower on the Rhine. 

Do you think, blue-eyed banditti. 
Because you have scaled the wall, 

Such an old mustache as I am 
Is not a match for you all? 



172 

I have you fast in my fortress, 

And will not let you depart, 
But put you down into the dungeon 

In the round tower of my heart. 

And there wdll I keep you forever, 

Yes, forever and a day. 
Till the wall shall crumble to ruin, 

And molder in dust away! 

Questions on the Poem 

What time of day is called the Children's Hour? 

What do you call the time of day between the dark 
and the daylight? 

What do you mean by a pause in the day's occupations? 

What does the poet say he hears? 

Are they big or little children in the room above? How 
do you know? 

What do you mean by ^^my study''? 

What word describes Alice? 

What word tells that Allegra is a cheerful child? 

What is the color of Edith's hair? 

How does the poet know they are planning to take him 
by surprise? 

What do you mean by ^^to take one by surjprise^^l 

Tell in 3^our own words what is meant by the fifth 
stanza? 

What is a turret? 

What is the turret meant here? 

W^ho surround his chair? 

\Vhat does it mean "7/ I try to escape^'l ' 

What do you mean by entwine? 

Who are the blue-eyed banditti? 



1 



173 

What did they climb or scale"} 
What is a fortress? A round tower? 
Who were put in dungeons? 
Does the word dungeon here mean a prison? 
What does it mean ^^put you down into the dungeons in 
the round tower of my heart'^? 

How long will he keep the children in his heart? 
When will the walls of this tower crumble? 



THE GOLDEN KEYS 

1. A bunch of golden keys is mine, 

To make each day with gladness shine. 

2. "Good morning," that's the golden key 
That unlocks every day for me. 

3. When evening comes, "Good night'' I say, 
And close the door of each glad day. 

4. When at the table, "If you please," 
I'll take from off my bunch of keys. 

5. When friends give anything to me, 
I'll use the little "Thank you" key, 

6. "Excuse me," "Beg your pardon," too, 
When by mistake some harm I do. 

7. Or if unkindly harm I've given 

With "Forgive me," I shall be forgiven. 

8. On a golden ring these keys I'll bind. 
This is its motto, "Be ye kind." 

9. I'll often use each golden key 
And then, a child polite I'll be. 



174 

Questions on the Poem 

Read the poem thoughtfully. 

Why are the keys called ^'golden"? 

If you use all the little keys well, how will each day be? 

Which key will you take from the ring when going to 
bed? 

When you wish anything at table^ which key will you 
use? 

Can you tell me when to use the ^^Thank you'' key? 

When, by mistake, I do harrd or offend any one, which 
key will I quickly take from my bunch? 

When shall I use the ^Torgive me" key? 

When did ouii dear Lord show us how to use this key? 

What holds my little keys? 

Are you going to let this be your motto, "Be ye kind"? 

If so, what kind of a child will you be? 



THE CATECHISM OF THE CLOCK 

1. Her catechism on her knee, 

Her lovely face in study bowed, — 
A little maiden sat by me, 
And conned her task aloud. 

2. Upon the wall abo^^e her head 

The clock was ticking in the sun ; 
"How^ many Gods are there?" she said, 
And straight the clock struck One. 

3. "How man}^ natures in our Lord?" 

Again she asked. "Pray tell me true, 
How many natures in the Word?" 
The clock responded, "Two!" 



175 



4. ^^But in one God/' she softly cried, 

^TIow many persons may there be?'' 
The old clock stared, quite open-eyed, 
And slowly uttered, "Three!" 

5. "Well answered!" laughed the little maid; 

"But now the Cardinal Virtues o'er 
I pray you count me." Half afraid, 
The timid clock struck Four. 

6. "Dear me! how ver}^ clear it sounds! 

But) tell me now (with love alive) , 
How many are our Lord's chief wounds?" 
The grieving clock sobbed, "Five!" 

7. The maiden sighed upon her perch, 

x\nd meekly kissed her crucifix; 
"Pray, name the Precepts of the Church," 
She said. The clock struck Six. 

8. "How many Sacraments, now tell?" 

The clock upraised one hand to heaven; 
With gladness in its silvery bell. 
It sweetly answered, "Seven!" 

9. "Upon m}^ word, your funny moods," 

She said, "astound me. Will you state 
The number of Beatitudes?" 
The readv clock struck Eidit! 

10. "And now, the Choirs of Angels bright, 
I fain would number at a sign;" 
The clock, amid a blaze of light, 
Triumphant, answered, "Nine!" 



176 

11. "Well! I declare, 'tis very odd — 

You queer old clock, I'll try again; 
The Great Commandments of our God, 
Pray tellF' The clock chimed, "Ten!' 

12. "The number of Apostles, name, — 

When Christ ascended into Heaven!" 
With thought of Judas, full of shame. 
The clock gasped out "Eleven!" 

13. "And now, at last, the Holy Ghost, — 

How many are His Fruits, I pray?" 
The great clock gave Twelve rapid strokes,. 
And struck no more that day. 

X— Eleanor C. Donnelly. 

Questions on the Poem 

1. What had the little maiden on her knee? 
What was she doing? 

AVhich word tells us she repeated her lesson aloud? 
Which line in stanza 1 describes the maiden's face? 

2. W^here was the clock? 

Mention one word that tells you it was daytime and 

not night. 
What question did she ask? 
How many did the clock strike? 

3. What did the girl ask in the third stanza? 

Did the clock answer correctly when it struck "Two"? 

4. To what question did the clock answer "Three"? 

5. In the fifth stanza, which words tell that the girl was 

pleased with the answer of the clock? 
How many Cardinal Virtues are there? 
Can you name them? 



177 

6. What question does the maiden ask in this stanza? 
AVhat was the answer? 

Tell what is meant by ^^grieving clock^^ and ^^sobbed." 

7. What beautiful action did the maiden perform? 
What is a crucifix? 

Why did she kiss it? 

How many Precepts are there? 

What does the First Precept command? 

8. Why did the clock upraise one hand to heaven? 
Write the Roman Numbers that stand for the answer 

which the clock gave when asked the number of 
Sacraments. 

9. Write the words that tell the girl was surprised at the 

answers of the clock. 
How many ''Beatitudes" are there? 
Fill the blanks in the following: 

Blessed heart, for they 

shall 

10. By what sign did the clock show that it knew how 

many Choirs of Angels there are? 
What is the angel called that watches over jovl? 

11. W^hy was the clock called queer? 

How many did it strike when asked about the number 
of Commandments? 

12. Why did the clock gasp ''Eleven" for the number of 

Apostles, when our dear Lord had twelve Apostles? 

13. Who is it enlightens, us in our lessons? 
Who is the Holy Ghost? 

How many did the clock strike the last time? 
Can you tell me why it struck no more that day? 



178 



HIAWATHA'S CHILDHOOD 

By the shores of Gitche Gumeej 
By the shining Big-Sea-Water, 
Stood the wigwam of Nokomis, 
Daughter of the Moon, Nokomis. 
Dark behind it rose the forest, 
Rose the black and gloomy pine-trees, 
Rose the firs w^ith cones upon them ; 
Bright before it beat the water, 
Beat the clear and sunny water, 
Beat the shining Big-Sea-water. 

There the wTinkled, old Nokomis 
Nursed the little Hiawatha, 
Rocked him in his linden cradle. 
Bedded soft in moss and rushes. 
Safely bound with reindeer sinews; 
Stilled his fretful wail by saying, 
''Hush! the Naked Bear will hear thee!'' 
Lulled him into slumber, singing, 
"Ewa-yea! m^^ little owlet! 
Who is this, that lights the wigwam? 
With his great eyes lights the wigwam? 
Ewa-yea! my little owlet!'' 

Many things Nokomis taught him 
Of the stars that shine in heaven; 
Showed him Ishkoodah, the comet, 
Ishkoodah, with fiery tresses; 
Showed the Death-Dance of the spirits, 
AVarriors with their plumes and war-clubs, 
Flaring far away to northward 
In the frost}^ nights of AVinter; 



179 



Showed the broad, white road in heaven, 
Pathway of the ghosts, the shadows, 
Running straight across the heavens, 
Crowded with the ghosts, the shadow^s. 

At the door on summer evenings. 
Sat the little Hiawatha; 
Heard the whispering of the pine-trees. 
Heard the lapping of the water. 
Sounds of music, words of wonder; 
^^Minne-wawa!^^ said the pine-trees; 
''Mudway-aushka!'^ said the water. 
Saw the fire-fly, Wah-wah-taysee, 
Flitting through the dusk of evening, 
Vv^ith the twinkle of its candle 
Lighting up the brakes and bushes. 
And he sang the song of children, 
Sang the song Nokomis taught him: 
^^Wah-wah-taysee, little fire-fly. 
Little, flitting, white-fire insect, 
Little, dancing, v/hite-fire creature. 
Light me with your little candle. 
Ere upon my bed I lay me, 
Ere in sleep I close my eyelids!'^ 

Saw tKe moon rise from the water, 
Rippling, rounding from the water, 
Savv' the flecks and shadows on it. 
Whispered, ''What is that, Nokomis?" 
And the good Nokomis answered: 
''Once a warrior, very angry. 
Seized his grandmother, and threw her 
Up into the sky at midnight; 



180 



Right against the moon he threw her; 
Tis her body that you see there/' 

Saw the, rainbow in the heaven, 

In the eastern sky, the rainbow, 

Whispered, ^'What is that, Nokomis?'^ 

And the good Nokomis answered: 

^' Tis the heaven of flowers you see there: 

All the wild-flowers of the forest, 

All the lilies of the prairie. 

When on earth they fade and perish, 

Blossom in that heaven above us/' 

When he heard the owls at midnight, 
Hooting, laughing, in the forest, 
"What is that?'' he cried in terror. 
"What is that?" he said, "Nokomis?" 
And the good Nokomis answered: 
"That is but the owl and owlet, 
Talking in their native language, 
Talking, scolding, at each other." 

Then the little Hiawatha 
Learned of every bird its language, 
Learned their names and all their secrets. 
How they built their nests in Summer, 
Where they hid themselves in Winter, 
Talked with them whene'er he met them, 
Called them "Hiawatha's Chickens". 

Of all beasts he learned the language, 
Learned their names and all their secrets. 
How the beavers built their lodges. 
Where the squirrels hid their acorns. 



181 

How the reindeer ran so swiftly, 
Why the rabbit w^as so timid, 
Talked with them whene'er he met them, 
Called them ^^Hiawatha's Brothers''. 

Questions on the Poem 

Who was Hiawatha? 

What is the name of the poem? 

Vv'hat does it tell you? 

Give another word for wig\\^ams. 

Who live in wigwams? 

Draw a wigwam. 

Who was Nokomis? 

What was in back of the wigwam? 

Why does it say rose the black and gloomy pine-trees? 

What were on the fir trees? 

Draw a cone. 

What was in front or before the wigwam? 

How do you know^ Nokomis was old? 

Was she kind to Hiawatha? 

What was his cradle made of? 

What did Nokomis say to Hiawatha to make him stop 
crying? 

What did she say as she rocked him to sleep? 

Tell some things the old Nokomis taught the little boy. 

What was the broad white road in heaven? (Milky 
Way) 

Where did Hiawatha sit on summer evenings? 

What did the pine-trees whisper? 

What did the water say as it lapped against the shore? 

What was the name of the fire-fly? 

What do you call the fire-fly? 

When is the dusk of evening? 



182 

Tell me what these lines mean: 

''With the twinkle of his candle 
Lighting up the brakes and bushes/^ 

What song did Nokomis teach Hiawatha? 

Read the song. Repeat it. 

What did he see rise from the water? 

What did he ask Nokomis? 

What did she answer? 

Give another word for warrior. 

Where did he see the rainbow? 

When can you see the rainbow? 

What did Nokomis tell him the rainbow was? 

Where did she say the wild flowers and lilies go when 
they fade? 

Was Hiawatha afraid of the owls? TVhat words tell 
you this? 

What did Nokomis say the owl and owlet were doing? 

Tell some things Hiawatha learned. 

What did Hiawatha call the birds? 

What did he learn about the beaver? W^hat is a lodge? 

What did the squirrels hide? 

What did the reindeer do? 

What did he learn about the rabbit? 

What did Hiawatha call the beasts? 

Why does the first word of each line begin with a 
capital? 

Why has Nokomis a capital? 

Why has Hiawatha a capital? 

Why has Hush a capital in ^^Hush! the naked bear, 
etc."? 

Teach these poems in parts. The answers to the ques- 
tions are found in the poems. 



183 



ELLA'S HAT 



Ella's father owns a pretty little house near the sea. 
When the city grows hot and dusty, Ella's family go to 
the sea-side. Once when Ella had just come to this summer 
home, she ran upstairs for her old shade hat. She found 
two little squirrels cuddled up in it. The mother squirrel 
had made a nest there with some cotton from Ella's quilt. 
The\' looked so cunning and happy that Ella ran away 
quietly so as not to frighten them. 
Difficult words — 

pretty squirrels family frighten 

upstairs dusty cunning cotton 

■grows cuddled sea-side quietly 

Questions 
What has Ella's father? 
What did the family do? 
When did they go? 

What did Ella do when she got to the summer home? 
What did she find in her hat? 
What had the mother squirrel done? 
What did she use for it? 
How did the squirrels look in their nest? 
What did Ella do, not to frighten the little squirrels? 

LITTLE DICK'S CAT 

Little Dick was very poor. Both his father and mother 
died when he was a little baby. Dick had no one to take 
care of him. So he had to work for his living. He slept 
alone in a garret. There were holes in the floor and in the 
walls. Every night the rats would come out of these 
holes, and run around in the garret. Dick did not like 
the rats. One day he cleaned a man's shoes. The man 



184 

gave Dick a penny. The next day Dick saw a little girl 
carrying a cat in her arms. ^^I'll give you a penny for the 
cat/' he said. The girl took the penny, and Dick carried 
the cat to his garret. Kitty was a good mouser and she 
caught so many rats that the rest did not dare to come to 
the garret any more. Dick and kitty were good friends. 
Dick often saved part of his dinner for her. 
Words of the Lesson — 

living, caught penny carrying 

mouser cleaned carried dinner 

garret saved 

Questions 
Was Dick a rich boy? What happened when he was 
a little baby? 

Had he any one to take care of him? 

What did he have to do for a living? 

"Where did he sleep? 

Tell something about the floor in the garret. 

What happened every night? 

Did Dick like the rats? 

Who gave Dick a penny, and why? 

What was kitty and what did she do? 

Who were good friends? 

What did Dick often do? 

THE STORY OF COLUMBUS 

This good man was bom in a far country called the 
Sunny Land of Italy. His parents were poor and worked 
hard. 

Columbus loved the sea, and spent much of his time 
on the ships helping the sailors. 



185 

He would often listen to wonderful stories about the 
sea, and in this way learned much about sailing. 

When at school he studied arithmetic, drawing and 
geography. 

He went to sea when he was fourteen years old and his 
first voyage was to the East Indies. 

At that time people thought that the earth was flat but 
Columbus was sure that the earth is round and said he 
could reach India by sailing westward. 

Columbus wished to prove this by making a voyage to 
India but he was too poor. 

He asked the king for money, but he refused. After a 
while he begged the queen for some, and she, helped him to 
prepare three ships. 

On August 3, 1492, after hearing Mass and receiving 
Holy Communion, Columbus and about ninety men set 
sail from Spain. 

For many weeks they could not see any land, and wished 
to return home. But Columbus would not give up, and in 
three days more they saw land. When the^^ reached land 
they knelt down, and thanked God for His care and pro- 
tection. 

They met strange looking men with straight hair and 
red skin. Columbus called them Indians. 

This place where Columbus landed is called San Sal- 
vador (Holy Savior) . 

He died without knowing he had discovered this beau- 
tiful countrv of ours. 



ST. ROSE OF UMA 

St. Rose was born in Lima, a city of Peru. She was 
baptized Isabella. One day her mother saw a beautiful 



186 

rose touch her face and then her mother changed her name 
to Rose. 

Whilst very small, she would often look at a picture 
of our Lord crowned with thorns. From this she learned 
to suffer for love of Him. 

She loved to pray, and in her sleep would say, ''Ma^^ 
Jesus be with me: Blessed be Jesus. ^' 

When she was a child she loved to go to the little 
summer house that her brother had built for her. She 
would often call the insects to help her sing to God. 

St. Rose loved St. Catherine of Sienna and tried to be 
like her. She would not even wear rich clothes for fear of 
offending God. 

Our little saint worked hard every day »to help her 
family. She was able to sew beautifully. 

In all her troubles, St. Rose went to Our Blessed Lady. 
She loved to kneel before a statue of Our Lady with the 
Holy Child. 

St. Rose entered the Order of St. Dominic, and lived 
a saintly life. 

HERMAN JOSEPH 

There is a beautiful story told of a good and kind little 
boy wlio had a great love for the Blessed Mother. 

He attended school; but every morning on his way had 
to pass a church where he loved to spend a few minutes 
before the altar of Our Lady to beg her to help him in his 
daily studies. 

His parents were very poor and often he had to go to 
school bare-footed. This was very hard, but little Herman 
bore it all for our dear Lord without complaint. 

One cold morning, a kind lady met Herman on his way 
to school and gave him an apple. He was delighted and 



187 

would have liked to eat it, but thought to himself, ''No, I 
will give it to the Infant Jesus in Mary's arms, in church". 

He stepped up to Our Lady's shrine and said aloud, 
''My dear Mother, see what a nice apple I have, please 
take it and give it to the Infant Jesus for I am a poor, 
little boy, and have nothing else to offer you." 

The statue of the Virgin reached out its arm and took 
the apple from the good little boy, and wonderful to say 
spoke to him, saying, "Dear little Herman, why are 3^ou so 
poorly clad, your clothes so worn? You have no shoes on 
your feet, you must be cold." 

Then little Herman loved the Blessed Mary still more, 
and told her how poor his dear' parents were, and that they 
had no bread to eat. 

The Blessed Virgin then told him most kindly, that 
she could help his poor parents, and calling him, told him 
to raise a stone that was lying near his feet. He did as 
Mary bade him and how surprised he was when he found 
a piece of money lying there. He picked it up. 

Now, good little children never keep any money with- 
out permission. Herman held it up to Mary, who said, 
"Take it home to your parents that they may buy bread 
and clothing. When your parents need more, come again." 
Little Herman ran home as fast as he could and brought it 
to his mother. She was delighted to receive the wonderful 
gift from our Blessed Lady. 

His parents were very happy to have so good a little 
son. He always proved obedient, and therefore God's 
blessing was with him at all times. 

PICTURES 

1. Children should.be taught to see things represented in 
the picture in their relation to each other. 



188 

2. Direct their attention to some central figure in the 

picture, and group all the others around it. 

3. Names may be given to the boys and girls represented. 

Let them invent a story suggested by the picture. 

4. Place on the board questions which when answered 

will form a complete story. 

5. Draw an outline picture on the board. Place ques- 

tions below it; also suggestive words, and have 
the pupils tell the story. 

THE VISION OF ST. ANTHONY 

While preaching in Arcella, he stayed at the house of 
a friend, as there was no convent there. A quiet room was 
given him so that he would not be disturbed in his prayers. 

One evening the gentleman, his friend, saw rays of 
light streaming from the door; he went to the room and 
peeped through the opening of the door, for it was ajar; 
there he saw the Saint holding a beautiful Child whose 
little arms were thrown round Anthony ^s neck in sweet 
embrace. 

The man was charmed with the vision, and, while he 
was wondering how the Child had come in, and what Child 
it could be, It raised Its finger, pointed to the door, and 
disappeared. Anthony went to the door, and, seeing his 
friend, begged him by the love of the Infant Jesus not to 
speak of what he had seen to any one. 

The man promised he would not, and not till after the 
death of the Saint did he speak of it, then he published it 
far and wide. 

THE VIRGIN AND THE CHILD 

In a beautiful grove, all surrounded by bushes and 
trees, there was a marble statue of the Blessed Mother 
and Child on a shrine. 



189 

A good little boy loved to play at this spot, and his 
mother would always go with him, and tell him how our 
Lord was once a little boy like him, and how He now rules 
over us all, and takes care of us as a good father, and sees 
all that we do, and knows what we say. 

One day the little boy went, as usual, to this spot, and 
thinking over all his dear mother had told him, spoke thus 
to the Infant Jesus: ^^0, beautiful Child Jesus, come down 
and play with me. I will give you the prettiest flowers, 
and make a crown of ripe red strawberries for you, if you 
will only come down and play with me." Then seeing that 
the Infant Child did not come down, he looked at the statue 
of the Blessed Mother, and said, ^'0 holy, holy Mother, put 
our dear Lord off your knee, and let Him come, for here, 
in these meadows, there is no one to play with me.'' 

His mother, on the way home, was thinking over the 
words of her little .boy, and that same night had a lovely 
dream. She saw the Infant Jesus playing with her boy, 
and heard the Divine Child promise rich and many bless- 
ings to him for all his love and prayers in the grove. 

The good and anxious mother awoke, and never stopped 
thinking of her beautiful dream. . 

In about a month and a day the little boy was dying, 
and in loving words told her he saw the sweet Child Jesus 
coming to take him, carrying in his divine hands sweet 
flowers and' rich and juicy strawberries. 

After he told this to his good mother, he died, saying: 
''Dear Mother, let me goP' There was great and deep sad- 
ness over the little boy's death; but the loving mother did 
not grieve much, for she knew her darling child was with 
Jesus. 



19G 



Word Study 

Give and require lists of articles in the schoolroom, 
in different kinds of stores, articles of clothing, 
articles made of particular substances, the parts 
of articles, the kinds, etc. This increases the 
child^s vocabulary, and will at the same time be 
an excellent drill in nouns. The different words 
can be used in sentences for oral and written work. 



Things seen on a dining-table — 
table-cloth napkins 

forks glasses 



spoons 

casters 



In a room may be seen — 
the ceiling 
the mantel-piece 



the walls or partitions 



doors 



windows 



hi the schoolroom may be seen — 



desks benches 


chairs - 


blackboard 


, maps charts 


. a globe 


pointers 


erasers chalk 


pictures 


books 


slates pens 


pencils 


rulers 


In a bakery^ we find — 






bread rolls 


biscuits 


cookies 


cakes pies 






In a garden^ yon would find — 






flowers grotto 


fruit 


shrubs 


fountain trees 


ponds 


urns 


vegetables statues 


grass 


walks 


In a grocery store, we find — 






fruits coffee 


crackers 


pickles 


teas dried fruit 


canned 


fruit 


vegetables vinegar 


spices 





191 



Some articles of clothing are- 



dresses 


waists 


skirts 


coats 


shoes 


stockings 


slippers 


laces 


shawls 


ribbons 


bonnets 


hats 


gloves 


mittens 


leggings 


caps 


Parts of a door — 








rails 


panels 


liinges 


latch 


lock 


stiles 






Parts of an ajjple- 


— 






peel 


core 


eye 


meat 


pulp 


seeds 


juices 


veins 


seed-cases 


dimples 


stem 




Parts of a tree — 








trunk 


branches 


limbs 


roots 


rootlets 


bark 


sap 


heart 


knots 


forks 


fruit 


buds 


blossoms 


leaves 


shoots 





Parts of a pin — 

head breast 



point 



shaft 



The parts of a shoe — 

sole strings 

upper pegs 

instep tongue 

tip v\^elt 

shank toe 



evelets 


heel 


nails 


insole 


lining 


buttons 


binding 


seam 



The parts of a chair — 
front seat 

back posts 



legs 
rungs 



balls 



192 



The parts of a 


clock — 






face 


wheel 


spindle 


key 


dial 


weight 


axle 


chain 


hands 


cogs 


pendulum 


wire 


bell 


hammer 


frame 


case 



Parts of a lead pencil — 
wood head 

lead point 



grade 



number 



Parts of a cup — 








bowl 


handle 


rim 


edges 


bottom 


outside 


inside 




Parts of scissors— 


- 






blade 


limbs 


bows 


point 


edges 


back 


shaft 


rivets * 


Parts of a window — 






sash 


frame 


glass 


panes 


putty 


tins 


pulleys 


cords 


strips 


catch 


weights 


guard 


Parts of a bell — 








mouth 


clapper 


border 


rim 


edge 


cup 


handle 


nut 


tongue 


hammer 






Parts of a hat — 








brim 


band 


lining 


trimmi] 


crown 


binding 






Parts of a broom- 









handle 


wire 


tacking 


twine 


broom 


sewing 







193 



Parts of a cent — 






head image 


name 


stamf 


wreath date 






Parts of a knife — 






handle blade 


edge 


heel 


spring joint 


sides 


point 


maker's name frame 


plate 


notch 


rivets grooves 


back 





Here add the drill for articulation and marking of 
phonics. 

The following shows what the different articles are 
made of: — 



Jewelry 


Buttons 


Money 


Bread 


gold 


horn 


copper 


flour 


silver 


pearl 


nickel 


yeast 


amber 


bone 


silver 


water 


coral 


stone 


gold 


salt 


diamonds 


wood 


paper 


alum 


Coats 


Dresses 


Plaster 


Houses 


cloths 


cotton 


lime 


stone' 


cassimere 


wool 


water 


brick 


skins 


linen 


sand 


boards 


furs 


silk 


hair 


plank 


linen 




gypsum 


joist 


Knives 


Combs 


Books 


Paper 


steel 


horn 


paper 


straw 


wood 


bone 


wire 


rags 


bone 


rubber 


thread 


barks 


iron 


celluloid 


muslin 


jute 


silver 


ivory 


leather 


hemp 



194 . 

11. Teach the Contractions: I'm, you're, he*s, 
isn't, aren't, can't; explain their formation. 

Show we omit a letter and in its place use the ('), and 
then write the two words as one word. 

I am — drop the a, and we have I'm. 

you are — drop the a^ and we have you're. 

he is — drop the i^ and we have he's. 

is not — drop the o, and we have isn't. 

are not — drop the o^ and we have aren't. 

can not — drop the n and o, and we have can't. 

,, . Note: — Tell the children that the shortened forua 
should not be used in good composition work. Their main 
use is in conversation, and in writing what another has said. 



1. 

2. 

3 
4. 



5. 



6. 



Elementary Science 

The Sun 

Suggestive Questions 
jWhatisthesun? (Size) 
) Where is it? (Distance from the earth) 
Who made it? When? 
Of what use is it to man? 
hen do we see it? 
hen do we not see it? Why? 
Where is the sun on cloudy or rainy days? 
I What do we call its appearance in the morning? 
/What do we call its disappearance in tlie evening? 
When the sun disappears (goes away) from our view, 
do any other people see it? 



[Wl 

Jwi 



195 

Results 

The sun is an immense burning ball in the sky. It is 
very, very large, more than a million times larger than the 
earth on which you live. You know we call eight squares a 
mile, now the sun is 92 million times that distance away 
from our earth. 

This wonderful ball of fire was created by God on the 
fourth day of Creation. 

We owe the daylight to the sun. It also gives us heat, 
and makes our earth beautiful. Without the sun, we could 
not live. Our earth would become cold and damp, nothing 
would grow^, and in a short time, everything and everybody 
would die. 

We can see the sun in the day time. On cloudy or 
rainy days and at night, we cannot see the sun. The sun 
is there on a cloudy day, but he is hidden behind the clouds^ 
so you cannot see him. Sometimes you can catch him peep- 
ing through the clouds when they separate. 

In the morning when the sun comes up, w^e say it is 
sunrise. His going down in the evening we call sunset. 
When the sun is directly over our heads, or nearly so, we 
say it is noon. 

When the sun has gone down in the West, then we 
have night; but the little children and people in the coun- 
tries on the other side of the earth see the sun. When we 
are saying our night prayers, some of those children are 
saying their morning prayers. 

Would it not be well when we are saying our prayers 
to thank God for giving us the beautiful, useful sun? 

•Note: — The above will give the teacher an idea of the 
questions that may be asked during the lessons, and the 
answers that must be drawn out A few sentences could be 
written on the slates for busy work after the oral lesson. 



196 

Sentences for Busy Work 

i. The sun is in the sky. 

2. It is a big burning ball. 

3. It is very far away from the earth. 

4. God created the sun. 

5. The sun gives us daylight. 

6. It makes us warm. 

7. We could not live without the sun. 

8. Everything would die if the sun did not shine. 

9. At night, we cannot see the sun. 

10. Children in other lands see him then. 

11. On a cloudy day we cannot see him. He is 

behind the clouds. 

12. I love to see the sun rise in the morning. 

II. The Effect of Heat and Cold 

It is so pleasant this morning, we will put on our 
'^thinking caps" and take a walk. 

You want to know what became of the pool of water 
that was here yesterday? Who thinks he knows? No, 
John, it did not all sink into the earth. Frank . is right, 
much of it went into the air. 

Water that lies open passes into the air in particles 
so fine that we cannot see them. This is called vapor, and 
hence we say the water evaporated. 

The warmer the air, the more vapor or moisture it will 
hold. If the air slowly becomes cold, we can see the mois- 
ture. Water in this form has another name. Can any one 
tell me what we call those things which look like large 
white mountains floating along in the sky? Yes, we call 
them clouds, Now^ these clouds are moisture. When the 
clouds are near the earth, we say it is fogg3\ You know 



197 

what fog is like. How many can remember a foggy morn- 
ing? Tell me what it was like. 

Now when these clouds become cold, they can no 
longer hold their moisture. Then a big drop of water falls 
on you. You look up and say, ^Tt is raining." 

In winter the clouds become colder and as the water 
leaves the clouds, the drops freeze to one another and 
form beautiful crystals or shapes. Then we say, 'Tt is 
snowing." But if it is too cold, it will not snow. 

John, did you ever notice the snowflakes that fell on 
your coat when it was snowing? Yes, they were all very 
pretty. Each one was different. How many points did 
they all have? Did no one ever notice? Well, they all 
have six points. Try to notice this the next time it snows. 

Of what use is snow? It makes a nice warm blanket 
for the ground. The farmer is glad for the snow. It will 
keep his wheat warm. 

Sometimes as the rain comes down, it passes through 
ATry cold air. Then the drops freeze to one another and 
form lumps of ice. Sometimes these lumps of ice are so 
large that the}^ break panes of glass. What do we call these 
lumps of ice? (Hail.) 

There is another form of water which you would miss 
very much, especially if you like to skate. I knew you 
would say it is ice. 

Who can tell me why the ocean does not freeze? Mary 
thinks it is because the water is salty and because it has 
waves, and she is right. 

If the water in a bottle were frozen, what would you 
notice? If the bottle is cracked and the rce comes over 
the top of the bottle, what does this show? (Water takes 
up more room, or expands, when it becomes ice.) 



198 

Sometimes, when a farmer does not care to cut a sione 
for a doorstep which he thinks he will need the next year, 
he drills holes in the rock w4iere he wants it to split. During 
the winter the water collects in the holes and then freezes. 
The ice then expands and splits the stone. 

If we were to take a walk early on a summer morn, 
what would we find on the grass? (Or, you could ask, if 
you run through the field early on a summer morning, what 
W'Ould you notice had happened to your shoes? What made 
them wet?) Yes, we call these drops of water deio. Can 
you tell me where this dew comes from or how it is formed? 
Well, I shall now tell you. 

Supposing that on a ver}^ hot day you left a glass of 
ice- water stand on the table for a while, what w^ould soon 
form on the outside of the glass? If you ever touched the 
glass on the outside, what w^ould you notice? Did this 
water on the outside of the glass come from the inside? 
Who can tell me? The ice in the glass made the glass 
colder than the air in the room. And when the warm air 
of the room touched the cold glass, it was chilled and left 
some of its moisture on the glass. Now this dampness or 
moisture on the glass we might call dew, for it is formed as 
dew is formed. 

During the night the plants and the ground become 
cold and the warm air striking them is chilled and leaves 
its moisture on the stones or plants. Some objects become 
colder than others. Plants and flowers become colder than 
the fences and such things, hence they have more dew. Now 
who can tell me how dew is formed? 

But some cold morning you come out and instead of 
the dew, you 'notice a pretty, white, shining substance 
sparkling on the grass and fences. Sometimes you see it 
on the window panes when you get up. Who knows what 



199 

it is called? ^^Jack Frost'\ Yes, but sometimes we say 
frost, or hoarfrost. Jack Frost can paint very pretty pic- 
tures. (Let them recite the poem called 'Mack Frost.^') 

There is yet another form of water that we laiow 
about. Did you ever hear the cover on the tea kettle rattle, 
and see the big puffs coming out of the spout? Now what 
makes the kettle act thus? You say the boiling water do€s 
it? Yes, but it is more correct to say the steam formed by 
the water does it. You cannot see steam until it meets the 
air. The white cloud coming out of the nozzle of the 
kettle is steam that on coming to the air has turned to 
vapor or fog. You see this when your mamma is cooking 
dinner, and all the pots are '^steaming" you say. If yon look 
at the window panes of the room then, you see they are diiii 
because they are covered with a mist, a thm layer of 
steam, a little cloud, as it were. Sometimes you write your 
name on the window when it is that way. In a little while 
the moisture comes together forming little drops whicli foil 
down the pane. This is like drops of rain. ...;.:;- 

But let us come back to the steam. You see how 
strong, or powerful it is. It can lift up the lid of the. kettle. 
A little boy sitting by the fireside had noticed this quite 
often, and thinking much about it he decided that, steam 
might be made to move things. Years afterward steam 
w^as used in making engines run. You have perhaps 
watched the piston rod of the engine as it moves back and 
forth, pushed by the steam. Perhaps you have heard the 
sharp, shrill v\'histle at the mill, or on the steamboat and 
when you asked what was going on, some one said, ^^They 
are letting off steam.'' Then you w^atched the white clbud 
of vapor mount into the air and form clouds. But feni^in- 
ber the steam you cannot see, you notice it only after' it 



200 

has been changed into vapor (Let children tell the differ- 
ent uses of steam.) 

Now review carefully, drawing from the children the 
different forms of water about which you have talked to 
them. These were vapor ^ clouds^ Jog^ rain, snow, hail, dew, 
frost, ice, and steam. 



III. Effects of Heat and Cold on the Soil 

Cold causes the ground to freeze. But if the ground 
is covered with snow, the snow will keep the ground from 
being frozen. 

Heat will melt this snow; and change it all to water 
again. 

Heat causes the ground to thaw out again, if it is 
frozen. 

This alternate freezing and thawing of the ground or 
soil causes the soil to disintegrate; that is, to break more 
and more apart. 

Cold and heat acting on stone, or rock, cause it to 
break into particles. This adds to the soil and enriches it. 

The leaves of the plants that die in the autumn, fall. 
They decay and become a part of the earth. The roots 
suck up from it sap to be made into new shapes again. 



IV. Effects of Heat and Cold on Animal Life 

COLD 

Grod has made the covering of each animal suit the 
climate in which He places it. If it is in a warm country, 
it has a light covering; if in a cold country, it has a very 
heavy, fur covering. 



201 

Cold affects some animals in such a wa}^ as to cause 
them to take a very long sleep. The blood, in some, stops 
circulating (bat). The animal ceases to breathe. 

Other animals crawl into winter quarters, but their 
blood moves a little, and once in a while, they take a breath. 
When the weather warms, they wake up enough to eat a 
little. They have laid up something alongside of thenx for 
this purpose (field-mouse). 

We may say the cold makes many animals sleep. 

The cold causes the birds to fly away to warmer cli- 
mates. 

HEAT 

The w^armth of spring wakes up again the life in these 
.animals. It causes the blood to begin to circulate anew in 
them. They come out from, their hiding places, and multi- 
tudes of animals are around again. 

The earth swarms with the busy insects, and birds, and 
creeping things, of which none are seen during the winter. 

Heat causes the egg to change into the chicken. 

V. Effects of Heat and Cold on Plant Life 

COLD 

The cold causes some plants to die entirely, and others 
to go to sleep for the winter. 

The sap ceases flowing in some, they die off entirely. 

Some sleep. Take the tree. Jack Frost snaps off the 
Jeaves. It goes to sleep. The sap is still in the pipes, but 
it is not flowing. The mouths in the roots have stopped 
working, or drawing nourishment from the ground. 

The buds all over the tree are asleep in their winter 
cradles. They are covered up snugly in their winter coats. 



202 

Other plants die down to the ground killed by the cold^ 
but their roots live through the winter. The life in the 
roots is asleep, their little mouths do not drink up any sap^ 
Snow protects the plants and keeps them from freezing. 

HEAT 

As soon as spring comes, the heat goes through the 
coats of the buds, warms them, the buds begin to swelL. 
They open their coats and begin to make leaves and buds 
and flowers. 

The sap begins to flow again through the stem. The 
little roots again draw up moisture from the soil. Life in 
the plant goes on; in a few days the tree is covered again 
with leaves. 

Heat awakens all nature. Too much heat without any 
moisture will dry up the grass and the plants. 

CONVERSATIONAL LESSONS ON ANIMALS 

Notes — The following outlines are to give the teacher 
the most important points relating to each animal. Pictures^ 
and drawings of the animals should be brought to the 
class ; the pupils should observe these and discover as many 
characteristics as possible for themselves. What they can- 
not learn by observation should be supplied by the teacher. 
It is advisable to let the children have access to books^ 
about the different animals. 

Each oral lesson should be completed by a writteiB 
lesson. 

Questions can be placed on the board, or the topics of 
the outline could be written on the board and the pupils be 
required to write what they remember under each topic. 
Illustrations for this grade are in the Drawing Book. 



203 

THE LION 

I. Recognition and Name — The Lion, the King of Beasts. 

II. Color — Tawny, or yellowish color corresponding to 

the desert tracts in which he lives, and aiding his 
concealment in stealing upon his prey. 

III. Characteristic Parts — 

1. Head — Head is very large. Head and neck of 

the male are covered with a long, thick mane. 

2. Eyes — Bright and flashing, the lion being able 

to see as w^ell by night as by day. 

3. Ears — Small. 

4. Tongue — Is covered with almost horny points, 

directed backward. These are so large and 
strong that a smart stroke of the tongue would 
strip off the skin from a man's hand. It is 
useful to him in separatng the meat from the 
bones of his victims. 

5. Teeth — Formed for tearing, seizing and cutting 

flesh, similar to cat's teeth. 

6. Whiskers — Very sensitive organs of touch, as 

wide as his body, so he may feel his way in 
passing through narrow places. 

7. Body — Covered with a smooth, even coat of 

hair, and is light and graceful in form; it is 
ver3^ muscular, active and powerful. Eight 
feet from nose to tail. 

8. Tail — Long, ending in a tuft of hair. At the 

extremity of the lion's tail there is a small 
hook or claw, fastened only to the skin, and 
in some instances it falls off. When angry, 
the lion lashes his sides with his tail. He 
breaks branches with his tail. 



204 

9. Legs — Fore legs are thicker than those of any 
other animal of his tribe, and show his great 
power; while the hind legs are not so heavy 
and aid him in springing and leaping. 
10. Paws — Very powerful; claws are sharp and can 
be drawn into the soft, cushion-like paws to 
enable him to steal noiselessly upon his prey. 

IV. MovEM!ENTS — Very stealthy and cat-like. 

V. Food and Feeding Habits — Feeds on wild and domes- 

tic animals, and, if very hungry, on human flesh. 

Different species of deer and antelopes are his 
chief food, but he often feasts on a stray horse or 
cow. 

He springs upon his pre^^ strikes it with his 
powerful paws, in a word, he treats his prey exactly 
as a cat does a mouse, sometimes playing with it 
for a w^hile and then tearing it to pieces. 

The stomach of the lion is well fitted for the 
kind of food he eats. 

His intestines are very short, his food being so 
much like his own flesh it does not need much 
digestion to transform it into bone, blood, and 
muscle for himself. 

VI. Name and Care of Young — 

The young lion is called a cub. It is a very 
playful little creature and may easily be tamed. 
The mane and tuft at the end of the tail are not 
fully developed until he is six or seven years old.. 
The baby-lions are carefully watched, and cour- 
ageously defended by both parents, the lioness 



205 

being ven^ ferocious if any one comes near her 
cubs. 

VII. Home— 

The home of the lion is principally in Africa and 
Asia. It most frequently inhabits open plains in 
which the shelter of occasional bushes or thickets 
may be found. 

VIII. Characteristics — 

The roar of the lion is extremely grand and 
peculiarly striking, and when heard at night fills 
one with terror. 

The lion may be well termed the ''King of 
Beasts". He carries his head high, and walks with 
a slowness which may well pass for gravity. 

His visage is calm and dignified, and his bushy 
and magnificent mane gives him an air of gran- 
deur that commands awe. 

Lions are not courageous, they sleep in the day- 
time and lie in wait for their prey at night. 

The lion is ver}^ tender to his mate and helps to 
look for food for the little cubs. 

COMPARISON OF CAT WITH LION 

1. The lion has many characteristics of the cat, in 
fact he is one of the cat family. He has teeth, tongue, 
eyes, claws and whiskers like a cat. He steals upon his 
prey, crouches, springs, and leaps like the cat, plays with 
his victim as the cat does with his mouse. Even the cubs 
resemble the kittens ir^ their playfulness. 

2. The lion, however, is much larger, stronger and 
fiercer than a cat, and has the mane, and tuft of hair on 
his tail which the cat has not. 



206 

THE TIGER 

I. Recognition and Name — Tiger. 

II. Color — Striped with black on a ground of yellow fur 

which is almost white on under part of body. 

III. Speclal Characteristics — 

1. Form — Long body^ resting on short legs. 

Length a little more than 8 ft. 
Height 3 to 4 ft. 
In size equal to lion, but has no mane. 

2. Head — Naked, smaller and rounder than the 

lion's. 

3. Eyes — Rolling. 

4. Tongue — Scarlet. 

5. It must have free access to water. 

6. Seeks its prey b}^ night. 

IV. Characteristic Movements — 

Attacks men with bold and daring ferocity. 

Tigers can be tamed. 

Conceals itself near some spot to which its 
victims com?. With terrific roar, it springs on 
the animals and stuns them with its weight. Can 
leap an immense distance. 

V. Capture — 

Captured in pitfalls at bottom of which is a 
bamboo stake sharpened into a point. 

Captured by hunters armed with rifles, in a sort 
of carriage on the back of elephants. 

VI. Care of Young — 

Cub is cared for by female tiger; she will fight 
valiantly to defend her young. 



207 

VII. Adaptation to Life — 

Stripes on back of skin assimilates so witli long, 
jungle grass among which it lives, it is impossible 
to distinguish the tiger from the tall grass in which 
it rests. 

VIII. Home— 

1. Native of Asia. 

2. Bamboo jungles or banks of pools and rivers; 

loves swampy ground. 

3. Peacock and monkey tell the presence of the 

tiger in th:^ jungle. 

THE BEAR 

I. Recognition and Name — 

Bear. 

II. Color — 

Polar Bear — White. 

Grizzly Bear — Black, brown, and black and 
brown. 

III. Special Characteristics — 

1. Head — Small. Forehead is convex. Face is 

long. Mouth is pointed. Some heads long 
and flat between the ears. 

2. Muzzle — Long and pointed. Some of light 

gra}' color, others brown. 

3. Eyes — Pupils are circular. 

4. Teeth — Six cutting teeth above, and six below; 

one canine tooth on each side in each jaw, 
with four false molars and two molars on each 
side above, and four false and three molars 
below. The false molars are soon lost in the 



i 



i 



208 

more carnivorous species. Teeth are adapted 
to cutting^ chewing, and tearing, hence the 
bear is an omnivorous animal. 

5. Body — Very heavy and clumsy, and is covered 

with a coat of thick, shaggy hair. 

6. Tail — ^Very short and in some species it is hid- 

den under the fur, and then the animal ap- 
pears to be tailless. 

7. Legs — Thick-set, and the fore and hind legs are 

almost the same length, thus unfitting the 
bear for swift running or leaping. 

8. Paws — ^A^ery strong and powerful. Each paw^ 

is fitted with five separate, curved, sharp 
claws. Claws are not retractile. 

The entire sole of the foot touches the 
ground in walking, hence the bear is called a 
plantigrade animal. 

The feet of the Polar bear are covered with 
hair to enable him to walk on the ice; other 
bears have not this hair on their feet. 

IV. Movements — 

Slow and clumsy, but can climb very well. Some 
species, when pursued, can climb and travel very 
swiftly. He can swim. 

V. Food and Feeding Habits — 

The bear feeds on roots, acorns, nuts, berries^ 
succulent vegetables, honey, and even insects, thus 
proving that he is more a herbivorous than a car- 
nivorous animal. If he is very hungry, he will 
■ occasionally raid a farmer's pig-sty, or carry ofif 

a kid or lamb. Tame bears are very fond of 
bread. Polar bears feed on seals. 



209 

VI. Name and Care of Young — 

A young bear is known as a cub. Bears are born 
blind, and remain so for about four weeks. A 
young bear is easily tamed and is as harmless and 
playful as a puppy. The mother bears exhibit 
great attachment to their mates and young. 

VII. Home— 

Bears are found in nearly every part of the globe 
excepting Africa and Australia. They generally 
live in forests and make their homes in a hollow 
tree or cave. 

VIII. Adaptation and Life — 

Their teeth and digestive organs suit to vege- 
table food. Claws are adapted for digging in the 
earth and for climbing, rather than for seizing 
prey. 

Beards mode of attack is to rear upon its back 
feet, seize its victim between its fore legs, either 
to suffocate it with its -embrace or disembowl-it 
with its hind claws. 

IX. Special Points — 

The bear hibernates. During the summer 
months he becomes very fat, laying a store, as it 
were, for the winter. He curls himself up in a 
hollow tree or cave and sleeps . for about two 
months. The blood circulates very slowly and he 
is kept alive from his store of fat. Bears have a 
habit of sucking their paws for hours at a time 
with a peculiar grunting noise. 

In capturing prey, the bear takes it in his pow- 
erful fore paws and hugs it to death. He often 



210 

walks on his hind paws, and when tamed may 
easily be taught to dance. He robs bee-hives to 
obtain the honey. The Polar bear is the largest 
member of its family, and feeds on seals, fish and 
walruses which it pursues in the water, swimming 
and diving with great skill. 

X. Uses— 

1. Skill — Is used for making fur-cloaks, coverlets, 

caps, rugs. 

2. Flesh — Is used as food. 

3. Fat — (bear's grease) is in great demand as an 

unguent for the hair. 

4. Intestines — iVre used in Kamtschatka, instead 

of glass, for windows. 

5. Skin — Is used in making leather for harnesses, 
•: etc. 

THE FOX 

I. Recognition and Name — Fox. 

II. Color — Common fox, reddish-brown body, breast 

white, legs and ears marked with black. 

III. Characteristic Parts — 

1. Head — Roundish. 

2. Muzzle — Very pointed. 

3. Mouth — Very wide, for fox kills its prey. Spare 

beard on upper lip. 

4. Ears — Short triangular ears, wide at the base 

so it can catch faintest sound. Outside is 
black, in common fox. 

5. Teeth — Very sharp; calculated for a mixed diet. 

6. Eyes — Ver}^ expressive; at times show^ing 

malice. Grayish-green. Foxes are nocturnal 



211 

animals, therefore pupils contract vertically 
in the form of a slit. 

7. Body — Low in stature in proportion to length 

of body. 

8. Tail — Yery bushy; end usually white. It has a 

gland under the tail w^hich secretes a very 
fetid substance communicating to the animal 
its well-known smell. 

9. Legs — Yery slender; in common fox, black. 

TV. Covering — 

Thick, shaggy hair. Skin drawn very tightly 
over muzzle and forehead. 

Y. Characteristic Movements — 

Runs, springs, bounds, creeps, crouches. All 
movements are very sly. When going in search of 
prey always goes in a slanting direction, and drags 
tail on the ground. Circles round and round its 
prey, gradually approaching, crouches, then springs 
at throat of prey. If caught in trap, will often 
gnaw its leg off to free itself. 

YI. Sounds — 

Snaps, barks, yelps, howls when in pain, makes 
many noises. 

YII. Ho^aie— 

Caves, hollow trees; also digs burrows. Some 
varieties make 3 and 4 galleries in a burrow. 
Hunters often dig or smoke foxes out of burrows. 

YIII. Food — 

Small animals; hares, chickens, ducks, etc. 
Grapes, and honey of which it is verv fond. 



212 

IX. Young — 

Are called cubs. Old fox loves cubs very much; 
will attack any one to save them. 

X. -Uses—. 

Fur is made into articles of clothing. 

XI. Kinds- 

Common Fox — Reddish-brown. 

Black Fox — Coal black with its tail tipped white; 
fur is very valuable. 

Silver Fox — White tipped with black. In summer 
it becomes bluish or yellowish. The fur of 
this fox is six times more valuable than any 
other fur found in North America. 

XII. Extra Facts — 

The fox belongs to the dog famih\ It is dis- 
tinguished from wolves, jackals, etc., by the pupils 
of the e^^es. In the fox, they contract vertically 
and in the form of a section of a lense, not circu- 
larly. 

THE RABBIT 

I. Recognition and Name — The Rabbit. 

II. Color — 

Wild are usually some state of brown. White, 
gray, black, spotted. 

III. Characteristic Parts — 

1. Head — Long and tapers towards snout. 

2. Eyes — Protected by two eyelids with stiff lashes 

and also by an opaque membrane. Pink in 
color. Never entirely closed even in sleep. 
Can see in front and behind. 



213 

3. Ears — Far back. Long upward and backward; 

pointed, to enable it to catch the faintest sound 
as its only means of defense is flight. It is 
constantly moving. 

4. Nose — Slits near the point of the snout. 

5. Month — Elongated. Long, stiff hairs or whis- 

kers on side of mouth. 

6. Lips — Soft and mobile and upper one is cleft. 

7. Teeth — First, or milk teeth, are soon lost and 

are replaced by permanent ones. These grow 
through life as they are worn away at the top. 
They are imbedded in sockets in the jaws. 
The rabbit is a gnawing animal and has teeth 
suited to it. In front of each jaw are two 
incisors which are chisel-like, having enamel 
only in front. This causes them to wear so 
as to keep a sharp cutting edge. The upper 
jaw has another pair of very small and sharp 
incisors which are placed a little back from 
the edge of the jaw just outside of the first pair. 
The canine teeth are wanting in both jaws, but 
the molars or grinders number 6 pair above, 
and 5 below. The jaws move backward and 
forward. 

8. Body — Symmetrical. 

9. Tail — Very short; merely a stump. 

10 Legs — Hind legs are longer than fore legs. Some 
species have long legs, others shorter, same as 
ears. 

11. Feet — Cushioned with hair. 

IV. Covering— 

Covered with short hair. 



■i 



214 

V. Sounds — 

A peculiar and shrill sound. 

VI. Food— 

Wholly vegetable. Bark of trees and young 
plants; very fond of cabbage leaves, celery tops, 
carrot tops and dandelion. 

VII. Home— 

Called a burrow as rabbits live in communities^ 
burrows all connect, but each rabbit has its own 
nest. 

Hares makes a bed of grass called a form. 



VIII. YouN( 

Able to care for themselves at an early age. 
Rabbits are blind at birth. 

IX. Characteristic — 

Likes a dry soil, never makes burrow in a wet 
place. 

X. Movements — 

Runs or leaps very rapidly ; squats, bounds, sits 
on its haunches. It squats close to ground when 
any one approaches, in hope of not being noticed. 
When on the watch, it sits on its haunches with one 
foot before the other. 

Ears slanted and pointed in opposite directions. 
The ears are so long that when the rabbit hoists 
them to listen better he is often seen. When quiet, 
sits with legs folded under, and ears down and 
back. All rabbits are very timid. 



215 

XI. Uses— 

Flesh is used as food. Fur is made up to imitate 
more valuable furs. Hair is taken from skin and 
is used to make felt for hats, etc. The bare skin 
is then sold to glue-makers to make glues. 

XII. Adaptation and Life — 

Teeth suited to food. Seeks protection by bur- 
rowing. Able to skip from place to place rapidly. 

XIII. Extra Facts — 

The rabbit is of the same family as the hare^ 
but with shorter limbs, and it is shorter in size. 
Rabbits live in communities and burrow their 
homes, while hares form beds of grass which are 
called ^^forms'' and the hare lives alone. The so- 
called rabbits of America are in reality hares. 
Hares depend on their speed for safety while rab- 
bits seek their burrows, therefore hares are better 
runners. Rabbits injure young trees. 



THE RAT 

I. Recognition and Name — 

Rat. (Rodent, or gnawing animal) 

II. Color — 

Some black, some a rusty brown. 

III. Special Characteristics — 

1. Head — Pointed. 

2. Upper Lip — Divided. 

3. Nose — Pointed. 

4. E'ar— Naked. 



216 

5. Teeth — Two chisel-like teeth in front of each 

jaw. 
a. Inner part of ivory. 
6. Outside of glass-like enamel, very hard. 

c. Upper teeth work exactly into the under in 
the act of gnawing, so that the soft part is 
continually worn away, hard part keeps its 
chisel-edge. 

d. Teeth grow from the point, so they are con- 
tinually renewed. If one tootlr be removed 
or fall out, the opposite tooth will grow till 
it projects from the mouth and ceases to be 
of any use. 

6. Body — Long. 

7. Tail — Naked, long and smooth. It is prehen- 

sile, can be used as a hand or a balance. 

8. Legs — Slender. 

9. Toes— 

a. Four on hind feet. 

6. Four on front feet, with sort of wart like a 
thumb. Long claws. 

10. If pressed by hunger, rats eat their young. 

11. He is a most cleanly animal in his personal 

habits. 

IV. Home — 

Hollow spaces in walls. He burrows in drains 
and out-of-the-way holes and crevices. 

V. Food — 

Vegetable and animal food. Cheese, corn, bis- 
cuits, garbage, the* crops of the farmer. 



217 

VI. Use— 

He is a scavenger of drains; eats up everything 
that might cause sickness. 

Til. Cry— 

He scjueals. 

THE MUSK RAT 

1. Tail — His tail is vertically flattened. 

2. Lives on river banks and in waiter. His home 

is in reeds, one entrance above, and another 
below the surface of the water. 

THE PORCUPINE 

1. Recognition and Name — Porcupine. 

JI. Color — Gray. 

III. Characteristic Parts — 

1. Head — Muzzle, broad and blunt, covered with 

very short hair. 

2. Ears — Short and rounded. 

3. Teeth — Incisors smooth and large; 2 above, 

and 2 below. Molars, 8 above, and 8 below. 

4. Body—HeeiYY and pig-like; 2 to 3 ft. in length. 

5. Tail — About six inches, covered with quills. 

6. Legs — Short, fore legs have four toes and 

thumb. Hind feet have five toes, covered 
with short hair. 

IV. Covering — 

The skin is very tightly drawn over the body; 
this causes the quills to stand erect when the por- 
cupine rolls up. 



218 

Muzzle and limbs are covered with short hair^ 
Back, sides, and tail are covered with quills which 
are longest on the middle of the back, where they 
are the thickness of a goose-quill and about a foot 
long. They end in a sharp point and are ringed 
with black and white which gives the animal a. 
grav color. 

Ordinary position is flat on bod}' with points- 
directed backward; but when angry, tlie porcupine- 
causes them to stand erect and point in every 
direction. The C|uills on tail are about two inches^ 
long and rattle when the body is shaken. Its^ 
quills make a rushing noise when the animal walks^ 

V. Food — 

Feeds on nuts, bark, fruits, and vegetables ;. 
sometimes commits great destruction in gardens. 

VI. Home— 

A burrow in the ground which it digs. America^ 
Africa, some parts of Europe, and Asia. 

VII. Characteristic Movements — 

Becomes torpid in winter. Lives alone. Seeks 
its food by night. When attacked rolls itself in 
a ball, thus the quills stand erect and enter the 
one who touches it. The quills penetrate deeper 
and deeper. The porcupine cannot throw the quills 
as some writers claim, sometimes the quills stick 
in the objects and becomes detached. 

VIII. Uses— 

Flesh is used for food. The Indians used the 
quills to ornament their dress. They still have a 
certain commercial value. 



239 

IX. Extra Facts — 

Porcupine belongs to the family of gnawers. 
Name is derived from words pore, a hog; epin, a 
spine. It has a grunting voice. 

THE WHALE 

I. Recognition and Name — ^^Vhale. 

II. Color — 

Upper parts black; the lower parts white. 

III. Characteristic Parts — 

1. Skin — Naked wath exception of a few^ bristles 

about the jaws. 

2. Head — Occupies % to 14 of ^^he whole length. 

3. Eyes — Situated on the sides of the head about 

a foot above or rather behind the angles of 
the mouth. Sense of sight very acute in the 
water. 

4. Sperm Whale — Teeth in lower jaw. 
Right Whale — No teeth. 

5. Tail — Extremely powerful. It is placed trans- 

versely, and not vertically as in fish. 

IV. Movements — 

It balances itself with its flippers. 

It progresses by vertical movements of its hori- 
zontal tail. 

Spouting or blowing delicate fountains of spray 
from their so-called nostrils or blow-holes on the 
top of their heads. 

These blow-holes have valves to keep out the 
water. 

It swims very rapidly. 



220 

A single blow of the tail is sufficient to destroy 
a boat. 

V. Adaptation to Life — 

1. They possess warm bloody hence are not fishes, 

though fish-like in form. They must rise at 
intervals from the water to breathe the air. 

2. A whale can remain below water more than 

half an hour because it has a vast collection 
of blood-vessels filled with purified blood. 

3. It has no fins. Its flippers are fore legs fur- 

nished with a kind of hand covered with a 
thick skin. 

4. Mouth is suited to taking small food. 

5. Layer of fat in Greenland whale gives buoy- 

ancy to the whale and protects it from the 
cold of the icy waters. 

VI. Young — 

Called cub or calf. Whale shows great attach- 
ment to its young and on approach of danger 
seizes it with its flipper and carries it out of the 
way. The mother often floats upon the rolling 
waves, holding one flipper over the back of her 
calf. 

VII. Home — 

In the ocean, especially in the cold seas. 

VIII. Food and Feeding Habits — 

1. Whale has no teeth, its throat is very small. 

The tongue is a soft, thick mass. 

2. It eats jelly-fish, mollusks and other small 

animals. 



09 



21 

3. ^Miile feeding, it swims through these shoals 
with its mouth wide open. Water passes in 
the mouth and out at side leaving the tiny 
animals entrapped in the whalebone fringes. 
When many are thus collected, they are swal- 
lowed from time to time. 

IX. Kinds — 

Greenland Whale — Called the right whale. 

1. Blubber — From which oil is obtained, is a layer 

of fat connected with the skin, covering 
animal to depth of 2 feet. 

2. Whalebone — Grows in broad plates, which hang 

from the roof of the mouth. Sometimes 300 
side by side. Outer edge is smooth and un- 
broken; inner toward the middle of mouth is 
fringed with frayed ovit whalebone fibres. The 
brush-like ends make an excellent strainer for 
collecting food. 
Sperm Whale. 

1. These live in great schools. 

2. Have large, square heads, single blow-hole near 

ends of snout. 

3. No whalebone plates, but lower jaw has large, 

conical teeth, slightly curved. 

4. These give Spermaceti, a fatty semi-fluid sub- 

stance, which hardens as it cools. Head is 
occupied by a cavity containing this; other 
cavities of the body are filled with it. 

5. Ambergris is a waxy substance found in the 

intestines of the whale, also at times floating 
masses are washed on shore. 



IMVlHHHHi 



222 

THE DOLPHIN 

I. Recognition and Name — Dolphin. 

II. Color — Dark. 

III. Striking Characteristics — 

Smaller than true whales. The}' are very play- 
ful. It has a long snout, is elegant in form, has 
long dorsal fins. Both jaws are furnished with 
numerous equal teeth. 

IV. Movements — 

They caper playfully in the water. They follow 
a vessel in large companies, often leaping out of 
the water frolicking and tumbling about under her 
very bows. They chase their prey. 

V. Food and Feeding Habits — 

Small fishes. They will pursue schools of small 
fishes and follow them into bays and even up 
rivers. 

VI. Adaptation to Life — 

Has long extended jaws armed with from forty 
to forty-seven conical teeth. Teeth in both jaws. 

Outline for Horse is found in First Grade Book. 



COMPARISON OF HORSE AND ZEBRA 

1. The Horse is found in nearly all parts of the world. 
The Zebra's home is in southern Africa. 

2. Both have beauty of form and color. The zebra 
has regular stripes of brownish black silky covering on its 
whole body, even down to the iioofs. It has very slender 
limbs. 



223 

3. The Horse is domesticated and lives near the 
liomes of man. The Zebra lives in troops among mountains 
^nd in the grassy plains, shunning the abode of man. One 

animal is appointed as sentinel to warn them of danger, 
^ild nature of zebra never submits to taming influence. 
He is restless^ wild and suspicious. 

4. Sight of Zebra is long and quick. 

5. Both possess many characters in common. 



OXEN 

I. PRECOGNITION AND NaME — OxeU. 

II. Color — ^\^arious. 

JII. Striking Characteristics — 

1. Head — Flat forehead is longer than broad. 

2. Horns — Smooth, round, and tapering. Horns 

curve outward and dow^nward. 

3. Toes — Of each foot are connected under what 

is called a cloven hoof, as if a solid hoof had 
been cleft in two. 

4. Hoof — Broad. 

5. Tail— Short 

6. He is ver}^ patient and useful. 

7. Not so strong as horse and slower. 

3V. Movements — 

Rather slow and plodding. 

1/". Food and Feeding Habits — 

It is a hollows-horned cud-chewer. Grains, oats, 
grass, etc. 



224 

VL Young— 

Young ox called calf. Its flesh is veal, its feet 
are used for jelly, its stomach salted and dried is^ 
called rennet. 

YII. Home— 

America, Europe. Africa and Asia where it is^ 
domesticated. Wild ox is found in Africa, Asia^. 
and Europe. Lives, where possible, in herds. 

VIII. Adaptation to Life — 
Horns for defense. Stomach arranged for 

chewing cud. Strong body for work. Defend 
themselves with their horns, 

IX. Uses — 

1. To draw wagons and plows. 

2. Flesh, called beef, is eaten. 

3. Skin is used for soles of shoes. 

4. Fat made into candles. 

5. Hoofs made into glue. 

6. Hair is mixed with mortar. 

7. Horns made into combs and knife-handles- 
J 8. Bones used as a substitute for ivory. 

9. Bones ground to powder. 

THE DEER 

I. Recognition and Name — Deer. 

II. Color — 
Light brown in summer, reddish grey in winter^. 

I under part of tail and throat is always white. 

III. Movements — 
Springs, leaps, very difficult to capture. 



225 

IV. Characteristics — 

1. Smooth, close, hairy coat. On breast of male 

deer, hair grows long and is called a beard. 
Small head, proudly erect. Long neck. 

2. Eyes — Large, clear, bright, full of gentle ear- 

nestness, furnished on inner corner with a 
curious hollow, or gland, called the tear-pit. 

3. Ears — Small, pointed. 

4. Antlers — Are full of air-cells and porous, heace 

not so heavy. In some species only the male 
wear antlers. In reindeer both male and 
female have huge horny antlers. They shed 
their antlers every year, and renew again with 
increase of size and number of branches. 

5. Whole animal noted for beauty of form. 

6. Size — ^Various, from the large elk, ot moose; 

the small roe deer, the size of a sheep; and 
the pigmy, the size of a hare. 

7. Tails— Short. 

8. Legs— Slim, slender. 

9. Disposition — Amiable and very timid; but old 
• males sometimes fight and they defend them- 
selves against the hunter w^ith hoofs and 
horns. 

The deer is cloven-footed. It has two toes 
encased in hoofs which look like one hoof split in 
two parts. It has also two smaller toes at the 
back of the foot which seldom touch the ground, 
but are encased in dainty little hoofs. 

V. Home— 

Over the entire world except Australia and 
South Africa. They live in herds. If alarm is 
given by one in herd, all go away. 



226 

VI. Food— 

Vegetable — In cold climates they feed on lichens 
and scanty fare. They feed in herds. 

VII. Care OF Young — 

Mother is a vigilant and tender parent to the 
vouns; fawn. She is always on the alert when 
feeding and hurries the little ones off at the first 
sign of danger. 

VIII. Adaptation to Life — 

The whole animal is built for lightness in run- 
ning, its limbs are slim, its horns light, its hoofs 
suited to running. 

Sense of sight, smell, and hearing perfect to 
warn them of danger. The}^ are cud-chewers and 
this manner of feeding is suited to timid animals; 
it is to their advantage to be able to swallow their 
food rapidly and run away to some shady, secluded 
spot. 

IX. Use— - 

Flesh of deer is called venison. 

THE REINDEER 

1. Furnishes wealth to people of cold countries. 
Is domesticated. 
, 2. Serves instead of horse, sheep and cow. 

3. Flesh and milk are used for food. 
4:, .Skin furnishes clothing and bedding. 

5. Used to pull sledges over the snow. 

6. Hoojs divided high — so that w^hen animal places 
/-foot on ground, hoofs spread wide; when it 

raises hoof, parts close together, making 
scraping noise. 



227 

THE MUSK DEER 

Musk Deer of Central Asia has musk in pouch. 
This is formed from blood of animal, like any 
other secretion. 

COW AND DEER COMPARED 

Similarity 

Both are cud-chewers. The}' feed on vegetable sub- 
stances, of which they consume large quantities, and it is 
their custom to swallow their food hastily without chewing 
and then afterwards to raise it into their mouths and chew 
it thoroughly at their leisure. They can do this because 
their stomach is divided into four parts. 

In the first stomach, the food is moistened with juices. 
Then it goes ta a chamber where it is made into little balls 
and returns to the mouth to be chewed. Then it is swal- 
lowed and passes through the other two chambers or sto- 
machs. 

Both have no incisors on the upper jaw, and the grass is 
drawn into the mouth with their long tongues and bitten 
off against the hard upper gum. 

Both have cloven hoofs. 

Differences 

Cows have hollow horns, which grow around a bony 
core which is part of the skeleton of the cow. They are 
never shed. They last during a lifetime. 

Deer have large horns called antlers. Only the males 
have them. They are not like ordinar^^ horns, they are 
solid and branching in form. 

Regularly at the end of each year, they fall off and 
are replaced by new ones. 



228 

Cows have heavy hoofs. Deer have light hoofs. Gows 
are adapted to slow, heavy walking; deer are adapted to 
springing, and swift movements. 

THE RHINOCEROS 

I. Recognition and Name — Rhinoceros. 

II. Color — 

African — black. 
Asiatic — white. 

III. Striking Characteristics — 

1. Bare, smooth hide, thick, leathery skin. Coarse 

bristles at tail and upper end of ears. 
Head large, muzzle prolonged. 

2. Short legs. Small tail terminated by small tuft. 

3. Three toes on each foot, encased in hoof. 

4. Long and erect ears. 

5. Very small eyes. 

6. Horn on front of snout. This is not joined to 

bone of head but to the skin. It can be 
detached by cutting around its base. 

7. Organ of sense very acute. Can scent from a 

great distance. 

8. Disposition surly and ill-tempered; savage 

when irritated. Given to homesickness and 
despair if confined in cage, etc. Moans loud, 
dashes its head against wall of prison. 

IV. Movements— 

Roots up river plants with its horn. 
Uses horn as weapon of war. 
Spends hours rolling in the mud, or wading in 
water. 



229 

Grasps herbage on which it feeds, also picks up 
small fruit from the ground with its flexible lip. 

Y. Food and Feeding Habits — 

Roots dug up with horn, also grasses and river 
plants. 

YL Home— 

Asia and Africa. Lives solitary or in pairs or 
little companies. Never in large herds. 

\ll. Adaptation to Life — 

Is an aquatic animal, leathery skin allows water 
to flow off easily. Short legs to bear heavy body. 

Horn is weapon of defence and offence. Roots 
up bushes and small trees, fruit and foliage with 
this horn. 

YIII. Uses— 

Horns used for ramrods, clubs; and when highly 
polished, for drinking-cups. 

Hide is proof against claws of lion and tiger 
and cannot be penetrated by leaden bullet except 
in thinner parts around neck and chest. Must be 
shot with bullets of tin and iron. 

IX. Kinds— 

African: 

a. Two horns. 

b. Smooth skin. 
Asiatic: 

a. One horn. 

b. Rough skin, hanging in folds like a mantle. 



. 230 

THE TAPIR 

I. Recognition and Name — 

Tapir (link connecting elephant and hog). 

II. Color — 

Black or uniform deep brown. Malay Tapir is 
grayish-white in hinder parts. 

III. Striking Characteristics — 

1. As large as a donkey ^ and very powerful. 

2. Has a very thick hide, hair short. 

3. Neck is thick. 

4. Tail is small. 

5. Ears are short. 

6. Eyes are small. 

7. Muzzle is lengthened. 

8. It sleeps in the day, and comes out at niglit. 

9. Fond of water, remains below water a long 

time. 

10. Disposition is gentle, can be easily tamed. 

11. When annoyed defends itself with its teeth. 

12. Snout is lengthened into a proboscis like that 

of the elephant, but shorter, and without the 
finger-like appendage. 

IV. Movements — 

Uses its formidable teeth for defense. Can swim 
and dive into water to save itself from the jaguar. 
Bores through tangled brushwood with its wedge- 
shaped head which is covered with hard skin. 

V. Food and Feeding Habits — 

Watermelons, gourds and vegetables, grapes, 
herbage, young shoots of trees which it seizes with 
its snout. 



233 

VI. Young — 

These are beautifully marked with yellowish 
fawn-colored stripes and spots. 

VII. Home— 

South America — In the brushwood and deep 
recesses of forests. 

VIII. Adaptation to Life — 

Suited for swimming and its wedge-like head 
and thick skin adapted to getting through the 
brushwood where its home is. 

IX. Uses — Hide and flesh. 

THE ELEPHANT 

I. Recognition and Xame — Elephant. 

II. Color — 

Ash-gray in common ones. White ones extreme- 
ly scarce and held in high esteem by the Eastern 
sovereigns. Sometimes a reddish color. 

HI. Characteristic Parts — 

1. Head — Is very heavy. Skull composed of num- 

ber of cells of bone, only small cavity for 
brain. 
Asiatic — Concave forehead; small ears; enamel 

of teeth arranged in transverse bands. 
African — Convex forehead; enormous ears; 
enamel of teeth lozenge shaped. 

2. Neck — Very short. 

3. Eyes — Very small, but sensible and lively. 

4. Teeth — There are the two upper incisors pro- 

longed. They serve for defence, and for plow- 



232 ' 

ing the ground to obtain roots for food. None 
on lower jaw. No canine teeth. Molars^ 
large and transversely ridged, few in number. 

5. Tusks — Eight feet long and often weighing 100 

pounds. 

6. Nose and Trunk — Nose lengthened into a trunk 

or proboscis. It is really a thick, fleshy, flex- 
* ibie snout, and contains 4000 muscles, wiiich 
permit every conceivable motion. It is highly 
sensitive. Trunk ends in a finger-like point 
below which are the nostrils. This point is 
delicate enough to enable the elephant to pick 
up a grain of wheat. 

The trunk helps the elephant to reach food; 
it could not do this with its mouth on account 
of its short neck and huge tusks. Water 
drawn into trunk by suction, through two 
openings; then end is inserted into mouth and 
contents discharged down throat. Trumpet- 
like voice is produced through the trunk. 

When the elephant wishes to wash himself 
he fills his trunk with water, then blows it 
■ out with great force over his body. 

7. Quick sense of hearing. It has an exquisite 

smell ; sometimes selects flowers with its trunk 
and smells them with great eagerness. 

8. Body — Largest living quadruped, attains height 

of 8 to 10 ft.; and 10,000 lbs. in weight. 

9. Legs — Almost wholly free from body, somewhat 

short and thick. 
10. Feet — Usually five-toed, but toes are repre- 
sented externally only by five broad, shallow 
hoofs. Feet are supported by thick, broad 



pads. (Asiatic has one more lioof on each 
foot.) 

The metacarpal bones nre shortened so tliat 
the heel is brought near the ground, the ele- 
phant walks on its toes. 

IV. Covering — 

A thick, naked skin. Extinct mammoths are 
covered sparsely with long hairs. 

T. Food— 

Herbage, roots, leaves, tender branches of trees. 
Sometimes tears up large trees and feeds on the 
juicy roots. 

TI. Habits — 

Live in herds of 20 or more, and sometimes 
attain the age of 100 years. The elephant has 
been known from the earliest ages. Delights in 
submerging itself in water. 

TIL Disposition — 

In captivity, docile and gentle. Can be pro- 
voked to anger. Long-lived. 

Till. Uses— 

Tusks and teeth furnish ivorv. 



THE SLOTH 

I. Recognition and Name — Sloth. 

II. Color — 

Dull like bark and moss. Coarse shaggy hair 
of a very peculiar texture like grass withered. 



234 

III. Striking Characteristics — 

Moves suspended from branch to branch. Sleeps 
suspended from branch. 
Tail is short. 
Muzzle is short. 
Cry is low and plaintive. 
Its chief enemy is the snake. 

IV. Movements — 

Moves rapidly from branch to branch by means 
of his long and powerful arms furnished with 
strong curved claws. In walking, he steps on the 
side of the foot, sole being turned toward body. 

V. Adaptation to Life — 

He hangs suspended from the branches, back 
downwards, b}^ his claws which hook around the 
branches. If trees are far apart, he devours all 
the foliage of the tree before he leaves it to climb 
another. 

His color is so like that of bark, he is well pro- 
tected. He can barely shufflle along on ground 
because of his claws and difference in length of 
fore and hind limbs. 

VI. Food and Feeding Habits — 

Leaves of trees. He clings with the short hind 
legs, and draws in other boughs with his long fore 
legs to strip off the leaves for food. 

VII. HO^AJE— 

In forests. 



235 

THE ARMADILLO 

I. Recognition and Name — 

Armadillo (burrowing animal.) 

II. Color — Dark. 

III. Striking Characteristics — 

1. Scaly armor composed of agglutinated hairs, 

middle divided into bands to give freedom of 
motion; or we can say of hard bony plates 
united at edges. 

2. Tail protected by rings. 

3. Legs by horn}^ knobs. 

4. Muzzle pointed — ears long. 

5. Can be forced from burrow b}^ smoke or water. 

IV. Movements — 

Burrows with great rapidity to escape capture. 
Rolls itself up into a ball trusting to armor to 
protect. Head and tail are closely tucked away in 
a hole where the two ends of the shell meet. 

Dig with their strong claws. 

V. Food and Feeding Habits — 

Carrion, especially the bodies of dead buffaloes, 
insects, fallen fruits. 

VL Home — 

Warmer parts of America. 

VII. Adaptation to Life — 

Scaly armor for protection. 

Plate on head, one on shoulders, one on hinder 
part of body and movable plates between to help 
it to w^alk. 



236 



Tongue, smooth- and slender and leaving a sticky 
saliva to help it to capture ants and other insects. 

VIII. Use— 

Roasted in shells for natives and colonists. 



Flowering Plants 

Note:— In all the work on plants, after the oral les- 
sons, place appropriate questions on the board and require 
the pupils to answer them in their oion words in writing. 

Sometimes it is well to place a topical outline on the 
board, and let them tell all they know under each point. 

Again, let them draw the leaf, or flower, etc., studied, 
and write a description of it. It is always well to teach 
children to illustrate their compositions. 

In taking up this work on plants, you should always 
refer to the uses of the parts of the plant to ^the plant. 
The following table will help you to keep these uses in 
mind : 

Uses or the Parts of a Plant to a Plant 

i?oo^— Holds the plant in its place and draws juices 
from the ground to nourish it. 

Stalk, or Trun/c— Supports the branches, leaves, fruit, 
and flowers, also carries sap to the different parts of a plant 

Bud — Begins the leaf or flower. 

Lea/— Lungs of the plant, breathes for the plant; ab- 
sorbs moisture, as dew or rain; gives shade to the flower 
and fruit. 

Flower — To make seeds. 

Fruit — To hold, nourish, and protect the seeds. 

Seeds — To produce new plants. 

Sa])-~To nourisli tlio })lant, make it gnwv^ keep it alive. 



237 

HYDRANGEA 

Examine plant and flower if possible. 

1. Flowers pink, sometimes blue, are in clusters. 

2. The leaves are whorled. 

3. It needs lots of water. 
Use — Mainly for beauty. 

COREOPSIS 

Examine specimens as before. 

This flower belongs to the same family as the sunflower. 

Its flowers are compound, being composed of many 
flowers. 

The flowers around the outside edge are shaped like a 
strap. 

The flowers in the centre are shaped like a tube. Their 
use is for beauty. 

GLADIOLUS (Corn-Hag) 

Specimen to be examined by class 
Each flower has a green cup, but its colored part has 
six divisions, three making an upper lip, three more spread- 
ing. There are many flowers in a cluster, yellow, orange, 
or reddish. 

JAMESTOWN WEED 

Examine specimens. 

Note the large leaf, the white tube-shaped almost 
funnel-shaped flower. 

Use — Flowers for decoration. 

Oil for perfumery is obtained from the flow^ers. 

The bees and butterflies enter this flower, gather the 
yellow dust (pollen) that is inside. As they come out 



238 

loaded with dust, they scatter it just where the flower needs 
it. This dust will ripen the seeds of the Jamestown Weed. 
The seed-vessel is covered with sharp little sword-like 
points. When the seed-vessel is ripe, it splits open, and 
shows us the little black seeds inside. 

DAHLIA 

Examine plant and flower; let children tell the color 
of the dahlias they have seen. Speak of the tuberous root 
of the plant, show one or draw one; tell that these roots 
are taken up in winter because they cannot stand the frost. 

Use to Man — For beauty and decorations. 

Dahlia roots are used as food in Mexico. Most people 
consider that they have a nauseous tast€ . 

CHICKWEED 

Preparation — Specimen or pictures of same. Common 
weed of gardens. 

Let the children examine the specimen and tell its 
parts, color, odor, and the uses of the parts of the plant 
to it. 

Stems are always curiously marked with a line of hairs. 

Leaves close up on the young shoots at night, or we say 
sleep at night. 

Uses to Man — It is used in place of spinach and 
greens; also in making poultices, and for feeding cage- 
birds. Here both leaves and seeds are used. 

WILD CARROT 

Examine the specimen or picture as suggested under 
Chickweed. Note also the following: — 

The wild carrot root is slender, woody and of a very 
strong flavor. 



289 

If a root or the upper portion of one be put in water, 
it will throw young leaves that will adorn a room in winter. 

Ladies at one time used carrot leaves as an ornament 
instead of feathers. 

Use — Boiled carrots are used for poultices, a sirup is 
prepared from carrots. 



TUBEROSE 

Study the specimen as before. Note that the flower 
is shaped like a funnel and is pure white. 

The flow^ers have a very strong odor, which gives some 
people a headache. 

Fading flowers sometimes give out electric light and 
sparks. 



Fruits 

QUINCE 

Preparation — Specimen, pictures and colored draw- 
ings. 

Color — Rich yellow, or orange color. 

Odor — Strong. 

Shape — Pear-shaped, or globose. 

Taste — Hard and austere; when stewed with sugar, 
extremely pleasant. 

Parts — Skin, pulp, seeds. There are many seeds. 

Use— As a food. For a beverage like cider. Seeds 
give out mucilage to water. 

The outlines for the plum and pear are in the First 
Grade Book. 



24a 

PUMPKIN 

Preparation — Specimen, pictures, or colored drawings^ 

Shape — Round like globe, or pear-shaped. 

Size — From that of an apple to 50 or 70 lbs. 

Home — Cultivated in fields and gardens over the whole 
world, except where the climate is too cold for it. 

Use — As an article of food for man, also with shoots^ 
of plant for feeding cattle. 

CRANBERRIES 

Preparation — Specimens if possible. 

Playit — An evergreen shrub. 

Flower — Shaped like a wheel. 

Fruit — A fleshy fruit called berr}\ 

Taste— .^Q\A. 

Color — Bright red berry. 

Home — In bogs, and marshy grounds, and in high* 
places where the soil is sandy, or in a garden around the 
margin of a pond. 

Gathering — By means of a rake. American cranberries- 
are larger than those of Europe, and are exported to Europe. 

NUTS 

Preparation — Different kinds of nuts. 

Method — In the First Grade, we studied the peach. 
You all remember the fleshy part that we ate and the stone 
within. Today, we shall speak of fruits that have no such 
fleshy part. These are called dry fruits. 

Here is one. Who knows what it is? Yes, it is an 
acorn. And this? (A chestnut.) This? (A cocoanut.) 
This? (A hazelnut). All these are dry fruits, and they 
are a special kind called a nut. What are all these? (Nuts,)' 



241 

Let us examine the acorn. Lead the pupils to see the 
hard bony wall, the one seed inside, the little cwp at the 
base of the acorn. (Refer to lessons on acorn. First Grade) 

Next take the chestnut. Lead them to see that this 
cup becomes a burr. 

In the hazelnut, the cup is a leafy husk, or covering. 
Lead them to see that a nut does not of itself split open, 
and give up its seed. The cup, burr, or leafy husk naay fall 
off, but the nut itself does not open. 

STONE FRUITS 

Preparation — Have a few cherries, plums and peaches. 

Examine each of these to let the pupils see the outer, 
fleshy layer which is soft and sweet and eaten, and the 
ijinerviost layer, or the stone. 

Tell tliem fruits like these are called stone fruits. 

Remember the stone is not the seed, it contains the seei 

SEED-PODS 

Preparation — Pods of pea, maple, poppy and snap- 
dragon. 

Method — Let the pupils examine the pea }^od, and see 
how it splits into two parts called valves. Have them note 
the arrangement of the seeds in the pod. 

Take the winged fruit of the mapfe, called a pair of 
Leys. It is like a nut with a wing. 

If possible get the seed-pod or capsule of poppy and 
snapdragon, so that the pupils can notice the way in whicji 
it opens to give up its seeds. 

Prav\' attention to the difference between these, and 
the nuts. 

These pods open of themselves, and give up their se^ds, 
the nuts do not. 



242 

Take any seed-pods of familiar plants. All these pods 
are dry fruits. 

DISPERSAL OF SEED 

Read this subject in the First Grade Book, Enlarge 
on it, have specimens brought to class. 

The milkweed seed with its little balloon and top of 
silk; the chestnut burr opening to give up its seeds; the 
dry pods opening to let their seeds drop and be carried 
away by the birds or sink into the soil; the dandelion with 
its seeds that the wind will blow away ; tick with the seeds 
that stick to our clothes and so on. Thus seeds are carried 
from one place to another, and the production of plants is 
spread. 

BUDS 

I. Bring, or have brought to class, buds of the cherry, 
European walnut, snowball, lady's mantle and oxalis. If 
you cannot secure specimens of these, take any that the 
pupils can bring or you can obtain. 

Some buds are scaly. They belong to trees and shrubs 
of countries in which growth is stopped during the winter. 
This scaly covering protects the young parts beneath, 
shielding the tender leaves not only from cold, but from the 
effect of sudden changes from heat to cold. The Snoivball 
has these noticeable scaly buds. 

Large and strong buds like those of horse-chestnut con- 
tain small leaA^es, or pairs of leaves, ready formed, foldedf 
and packed away in a small space. 

Early spring leaves are from buds that have lived over 
winter in their scaly-covering. Some buds have ciuite a 
sticky substance around their outside. 

Read up the subject in First Grade Book. 



243 

II. Bring leaf-buds of familiar plants to class. Let 
pupils bring specimens. 

Method — Have some of each kind opened to see the 
way in which the leaves are folded in the buds. 
They will find the following: — 

1. Some leaves lie flat in the bud, or the upper part 
bent upon the lower. (Tulip-tree.) 

2. Some are rolled from apex to base (ferns) ; others 
from one side toi the other in a coil (apricot, plum) ; others 
again from each side inward toward the midvein (violet, 
water-lily) ; and another kind from each side outward 
toward the midvein (Rosemary, azalea). 

3. Other leaves are found folded in half along the 
midvein (magnolia, cherry, oak) ; others folded like a fan 
(maple, currant). 

4. A kind of compound leaves is found with one leaf 
overlapping the other (Horse-chestnut). 

In the absence of natural specimens illustrating these 
points, it would be best for the teacher to cut different 
shaped leaves out of paper, and then show the different 
kinds of arrangement as here mentioned. 

Take others of the buds that were brought and place 
them in water. Lead the pupils to take pleasure in watch- 
ing them, from day to day, to notice the way in which the 
bud bursts its covering, and the leaf unfolds itself from its 
position in the bud. 

If there are any plants to which the children can have 
access to watch the buds unfold, let them do so. Lead the 
pupils to watch those at home and tell w^hat they have 
noticed. 

III. Have flower-buds of different familiar plants 
brought to class. Place them in water. Let the pupils 



244 

watch the flower unfold. Require them to tell you what 
thc}^ notice in each case. 

Let them tell 3"ou of the opening of flower-buds in their 
gardens at home. Do not forget to notice those in which 
leaf and flower come from the one bud. 

Read the explanation given under Buds in First Grade 
Book. 

SEEDS AND GERMINATION 

Study the lima bean, the pea, and the squash, discover- 
ing something of the order^ or plan of growth, also how 
the}^ burst their coats. Read up this subject in the First 
Grade Book. Note in the bean, pea, and squash the fol- 
low^ing: — 

1. The outside sl-in. 

2. The little plantlet in the seed. 

3. The two seed-leaves or cotyledons, full of white 

nourishment (albumen) for the young plant. 

The radicle, little stem of the leaves, or begin- 
ning of the root of the new plant. In other 
words, the part that will grow and go down 
into the soil as a root, and form new roots for 
the plant, and draw in food from the ground 
to make the 3^oung plant grow. 

Watch the growth. 

4. The seed imbibes some moisture through its 

coats, swells a little, and as it feels the 
warmth, the embryo (radicle and cotyledons) 
begins to stretch itself out. The tiny stem 
gets longer, its end bursts through the skin of 
the seed; the two seed-leaves grow larger, 
straighten out, throw off the seed-coats, or 
skin. Now the seed-leaves spread out, and 



245 

you see the seedling plantlet. (Refer to draw- 
ings of bean and pea in drawing book, First 
Grade.) 

The seed-leaves are full of nourishment (the 
sweet part of the bean or pea that is eaten). 

The little radicle points downward and forms 
the root. The other end of the radicle turns 
upwards, gets longer, and brings the seed- 
leaves up out of the ground so that these 
leaves get larger in the light and air. 

Discover why the cotyledons of the squash are green 
and those of bean not. 

In the Squashy lead the children to see that the nour- 
isJiment (albumen) in the flat seed-leaves is quickly used 
up in making the stem longer, in forming many new roots. 
The seed-leaves of the squash come above ground and grow 
into useful green leaves that take in nourishment from the 
air just as leaves do. 

The seed-leaves of the Bean are much more full of 
nourishment than those of the squash; and though they are 
carried up into the air by the lengthening of the little stem- 
let, they never become useful green leaves. 

These leaves ma}^ get a pale green color but never 
green like those of the squash, because they never beeome 
real leaves, never do any hreathing for the plant. All they 
do is nourish the young plant and then die off. 

In the Pea, the use of the seed-leaves or cotyledons is 
for storage alone. They are thickened into two hemis- 
pheres. 

The stemlet does not lengthen at all, it merely sends 
out roots from the lower end, develops a strong bud (plu- 
mule) from the upper end. The seed remains unmoved 



246 

underground. These seed-leaves nevei' come above ground. 
The plumule grows and produces the stem of the plant. 

Compare the development and structure of the seeds 
suggested above with those of the morning-glory and four- 
o^clock, and learn the classification into albuminous and 
exalbuminous seeds. 

We have said that the white substance in the coty- 
ledons of the bean and pea is called albumen. This albumen 
was made by the old plant during the summer. At first it 
was a sweet milky substance, then that it would keep all 
winter, it was changed into a starchy pulp, and this hardens. 
When a seed is planted, this changes back to a sugary sub- 
stance again. 

In the bean^ pea^ and squash, the albumen is stored 
up in the seed-leaves or cotyledons. Thus the seed holds 
only seed-leaves and radicle. 

In the morning-glory the food or albumen is not stored 
up in the seed-leaves, or cotyledons, but outside of the 
embryo. The embryo (radicle and seed-leaf) is small and 
coiled up and around it is its food. 

In the four-o'clock, the broad cotyledons with the little 
stemlet almost encircle and enclose the floury albumen, 
instead of being enclosed in it as in the morning -glory. 

Leaves 

Preparation — Have as many natural specimens as 
possible, at least one in the hand of each child. Pictures, 
and outline drawings will assist in the work. Use the black- 
board constantly to illustrate the points developed. 

PARTS OF LEAVES 

Method — Show a leaf, ask what it is, also what part 
of the plant it is. 



To draw out the different parts, ask whether the leaf 
is the same throughout. Point to the stem, or stalk, the 
blade, and the stipules. To get the word blade, we can 
refer to the part of the penknife called the blade,. 

Draw the pupils' attention to the little leaves or stijndes 
at the end of the stem. Explain that all leaves do not have 
these stipules; that some have no footstalk, or petiole, and 
then the blade rests directly on the stem of the pl^-nt. The 
blade is the necessary part of the leaf. 

Kinds of Leaves — Draw attention to the leaves that 
have but one blade (simple leaves), and those that have 
more than one blade (compound leaves) . Require them 
to tel] whether their specimens are simple or compound, 
and to pick out the different kinds on the chart or board. 

Parts of Blade — In specimens, show the base, apex, and 
margin. Get the name base by referring to the part on 
which the leaf rests, the word apex, for the part opposite 
the base, the word margin for the edge or rim, the word 
surface for the upper and under parts of leaves. * 

Point to these different parts and let the children tell 
the name of each. 

Have the pupils hold their leaves to the light, look 
through them to see the little pipes, or veins,' that carry the 
sap. 

Have them notice the main rib (midrib, or midvein). 
Tell the pupils that all leaves have not their veins arranged 
in the same way. The way in which the veins are arranged 
is called the venation of the leaf. 

As a review place questions on the board and obtain 
written answers. 



248 

The Structure of Leaves 

The Epidermis — Take a calla leaf and with a sharp 
knife lift off the skin. Hold the skin to the light and let 
the children discover that it is transparent (can be seen 
tlirougli); and does not look green as it did when on the 
leaf. If possible, let the pupils take off the skin of their 
leaves, and examine it. Give the name epidermis to this 
skin. 

Green Pidp. — Now draw attention to what is left, or 
what was mider the skin. Ask them its color, and whether 
seft or hard. Give the name, sojt green pulp. (Technical 
nam'e is perendum.) 

Framework. — Scrape off, or lift off, the green pulp to 

find t/hat which gives the leaf its shape; namely, the veins, 
or framework. Lead them to see that it is woody in its 
nature. Ask of what use this framework is to the leaf, and 
what the leaf would be like if it had only skin and green 
pulp. In this way obtain the fact that it gives form and 
strength to the leaf. Refer to the use of the A^eins to carry 
sap, and why there are so many veins; namely, to bring 
the sap to all parts of the leaf. (Technical name of this 
framework is cellulose.) 

Notice that the ^reen pulp is both above and below the 
woody fibre, or framework. If you soak a lily or iris leaf 
in water, the green pulp will separate from the woody fibre, 
leaving the framework free for the children to examine. 

Breathing Pores — If possible, place the epidermis under 
a miscroscope and let the pupils notice the little holes all 
along its upper and lower surface. Give the name breath- 
ing pores. Tell the children that there are 70,000 of these 
little openings to every square inch of surface on the leaf. 
(Technical name stomata.) 



249 

The air passes from the atmospliere outside to the 
inside of tlie leaf through these pores. They help the leaf 
in breathing. 

Kinds of Venation — For this lesson see that you have 
both net-veined and parallel-veined leaves among your 
.specimens. Use the blackboard to illustrate the different 
kinds of venation, or veining. 

Net'Veined, — Draw attention to the midvein, then to 
the veins branching off from it, and the veinlets branching 
from these veins. Refer to the likeness this interlacing of 
Areiiis bears to the threads of a net^ and tell them that a leaf 
with a veining like this we call a net-veined leaf. (Quince 
and maple leaves.) Ask the pupils to tell you what you 
mean by a net-veined leaf. 

Parallel-Veined — ^Show leaves having parallel-veining. 
Draw this veining on the board. Lead the chidren to give 
the name parallel to this arrangement of veins. (Calla, 
Indian corn.) 

Have children tell whether their specimens are net- 
veined or parallel-veined, have them pick out the different 
kinds of veining in the leaves on the board and chart. 

Require them to tell you the difference between net- 
veining and paraUeUveining. 

The children wall notice that all net-veining is not alike. 
In some the main veins spring from the two sides of the 
■midvein like the plumes of a feather, and these are called 
feather-veined (pinnately veined); w^hile in others there 
are three or more main ribs rising at once from the place 
idiere the footstalk joins the blade, and diverging like rays 
frcmi a centre (as in maple, currant, grapevine), called 
radiate or palmately veined. 

Show that parallel-veining is divided in the same way. 
In the lily-of-the-valley and Indian corn, the veins run 



250 

parallel from base to apex; while in the calla and banana^ 
the veins run parallel from the midrib to the margin. 

Work Done in the Leaves 

The green pulp that we spoke of before is made up of 
many, many little w^axy grains. These grains are in the 
leaves, the stem, and all the parts of the plant that are 
exposed to the air. (These waxy grains are called chloro- 
phyl.) 

The layer of this green pulp on the top of the leaf is 
darker than that of the under side of the leaf. This well- 
packed top lets the sun act on it, and the bottom lets the 
air come through the breathing pores and go through the 
leaf. The skin protects the green pulp from the too severe 
effect of the atmosphere. 

The little openings, or breathing pores, of the leaf are 
of great use. Under the microscope, we can see that they 
have little lips around them. When light falls on the leaf^ 
these open out to let more air enter the leaf; when the light 
is taken away, the lips draw together again. Now we see 
that light affects the breathing of a leaf. 

Leaves need water, air, and sunlight to help them da 
their work. 

Water- — The roots draw water from the ground, and 
the stems carry it to the leaves. Leaves also take in water 
from the air they breathe. (You have taught them about 
evaporation, hence they can understand that air contains 
vapor.) 

With the water, the leaves also take in gases. You 
would not wish to drink water that had stood long in a room 
where people were living. It would not be pure, because 
the bad gas in the air the people breathed out has been 
taken up by the water. 



251 

Now the air is full of this gas and leaves breathe it in. 
The water that comes up from the roots also brings some of 
this gas from the soil. (Manure helps fill the soil with this 
gas.) (Technical name of gas is carbon-dioxide.) 

Besides the gas, the water from the roots also brings 
in earthy matter, (alum, iron, salt, potash, lime, and sul- 
phur.) You could not see these in the water, they are 
dissolved in it. (Refer to salt put into water to show what 
you mean by dissolved.) 

Air — This comes in through the breathing pores and 
brings several gases and vapor. 

Sun — All this that the plant took in from the soil and 
the air is called crude sap. It is taken to the leaves where 
it is sent through the whole leaf to be exposed to the light 
of the sun. 

Work of the Leaves. — Most of the water in the leaves 
is evaporated from the leaves b}^ the heat of the sun, and 
passes out through the breathing-pores. 

In the sunlight, the green pulp of the leaves changes 
all this sap (earth, air, water) into vegetable matter^ or 
plant life. Hence plants have many leaves and need much 
sunlight to make them grow. This new matter made in the 
leaves is dissolved in the sap and forms a liquid like muci- 
lage. Now this new sap goes to all parts of the plant to 
make it grow\ 

From this you see that the leaves make the new matter 
for the plants, and are very useful. 



FLOWERS 

Preparation — Many specimens, one in the hands of 
each child. Choose complete flowers. Fruit blossoms (ap- 
ple, peach, pear, and cherry), the wild rose, single pink, St. 



252 

Joseph's lily, morning-glory, and aster are best. Drawings 
of the various parts to be used. 

Parts of the Flower. — (Use wild rose). With specimen 
in your hand draw attention to the parts of the flower. 
Note the outside green cup, or calyx ^ which like a cup holds 
the colored part. Notice that it is generally green. Take 
this cup away and let all see the colored part, or corolla. 
Tell that this is called a crown, because it is so bright and 
pretty. 

Take off the corolla, and let them see the thread-like 
parts. Even in these thread-like parts, there is a difference 
to be noticed. To the central thread-like part give the name 
pistil^ and to the others around it, the name stamens. 

Let the pupils take their specimens as you direct, calyx, 
corolla, stamens and pistils. As they do, let them name 
each part. Refer to charts and have names of parts given. 

Sepals — Let them pick up the green cup, or calyx, that 
they took off and separate it into its parts. These are the 
leaves of the calyx and are called sepals. 

Petals — Take the eorolla, separate it into its parts, or 
leaves. Call each leaf a petal. Children have often used 
the term rose petal. 

Stamen — To teach the parts of the stamen, draw an 
enlarged stamen on the board, also let the pupils notice 
those in their own specimens. 

Lead them to notice the long stem (filament) , the 
yellow dust (pollen) , the top, or little pollen holder (anther) . 
They have often seen the pollen of flowers. 

Drill on these parts of the stamen. 

Pistil — Use drawings as in above. 

Draw attention to the rough top (stigma), the stem 
(style) , the bottom (ovary, or seed-vessel) . Let them open 
the ovary and see the little OAOiles (future seeds). 



253 

Drill on these parts of the pistil. Review all these parts 
of the flower, and let the children tell what each part is. 

Peduncle — Last of all, notice the flower stem, give its 
name peduncle. Note the enlarged head of the stem just 
where the flower rests. Give the name receptacle, the part 
that receives the flower. 

Uses of the Parts of a Flower — For this lesson see that 
you have a few buds, also a complete flower for each child. 
In the absence of natural specimens, use drawings. 

Tell the children that there is nothing created that has 
not some special use, some special work to do; hence each 
part of the flower has w^ork to do. 

Show the bud, note its color. Show one that is unfold- 
ing, notice the colored part gradually coming out. Here 
they can see the use of the green calyx. It protected the 
corolla, till it was ready to come out. Ask them to tell the 
use of the calyx. 

As the corolla opens out, the stamens and pistils come 
to view, hence the corolla protected them. We call the 
calyx and corolla the floral envelope because as the enve- . 
lope protects the letter, they protect the inner parts of the 
flower. 

Call attention to the beauty and fragrance of the cor- 
olla, and thus gets its other use — to please us. It also draws 
the bees and insects to the flower, and this, we shall soon 
see, is a help. 

By drawing attention to the different shapes of flowers, 
to some that have sepals and petals (rose, pink) and others 
that have no divisions to their calyx and corolla, lead the 
pupils to see that sepals and petals give variety to flow^ers 
and thus please us. 

Now take the stamen, note once more its parts. Refer 
to the pollen. Tell them that if we had no pollen, we would 



254 

have no seeds, hence the anther (pollen box) is very neces- 
sary to hold this yellow dust for us. We could do without 
this stem (filament) to hold the pollen-box, but the other 
parts we must have. Some anthers have no stem, and rest 
on the corolla. Dwell on the use of the anther and pollen. 

Last of all, we shall take the pistil. Point to each part 
and get its name. Ptcquire them to examine the stigma and 
see that it is quite rough. If it were not, the pollen which 
falls on it would be blown off. This stigma then receives 
the pollen. 

The little style holds the stigma but we could do with- 
out it. 

Recall to their minds that they saw ovules (little seeds) 
in the ovary, hence the ovar}^ (seed holder) is to hold the 
seeds. 

The pollen must get to the stigma or- it cannot get to 
the ovary to ripen the seeds. The wind, the birds and 
insects, all help to bring it to the stigma. 

You cannot understand how the pollen ripens the seed, 
but learned men tell us each little grain of this yellow dust, 
when it falls on the stigma, sends out a little thread, which 
grows long and sinks down into the pistil till it gets to an 
ovule in the ovary and it makes this ovule ripen into a seed. 
Only God could make it do this. We must have pollen- 
boxes and seed-holders or we cannot have seeds. 




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